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From the collection of the 

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San Francisco. California 



















t. «_/AXt.^«^l^ 

I l-^IXJ^L-'U 


































PtCmbCr ^ 194'^'^'^^^ inventory of material 







16mm Sound Motion Picture Projector 

Again Victor Supremacy Is Acknowledged with the announcement of the 

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marks a most momentous step in Victor's years of progress in the development of a 

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Dept. Z, Home Office and Factory: Davenport, Iowa 

New York • Chicago • Distributors Throughout the World 









In e»erv .ubject field, at every 
arade le%el. lhere"« a tOROET 
Instructional Kilni to fit >our teach- 
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in collabtiration with leading sub- 
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the nation's srhooU, CORONET 
brines you the largest, newest 
library of 16nin>. educational films 
in sound, motion, black-and-white 
or color. 


How To Read A Book 
Improve Your Reading 
We Discover the Dictionary 
Spellins Is Elasy 


H«.«w i o :Miji;> 

Know ^our Library 
Maps Are Fun 
Global Concept In Maps 


Apinjjiri ar. : Occupations 
I Want To Be A Secretary 
Shy Guy < Overcoming Shyness) 
Are You Popular? 


The Secretary Takes Dictation 
The Secretary Transcribes 
The Secretary's Day 
Bookkeeping and \ ou 


How We Elect Our Representatives 

Pohtical Parties 

Parliamentary Procedures In Action 

What Is Money? 

Fred Meets a Bank 

Sharins Economic Risks 

The Work of the Stock Exchange 

City Fire Fighters 

Papier Making 

Science and Wood Utilization 

Forests and Conservation 

Life On a Dairy Farm 

-\ Letter to Grandmother 

Ancient World Inheritance 

How Man Made Day 

The Colorado River 

The Mishtv Columbia River 

Rivers of the PaciBc Slope 

Natural Resources of the Pacific Coas 

Seaports of the Pacific Coast 

Trading Centers of the Pacific Coast 

Rural Life In Mexico 

Schook of Mexico 

Hand Industries of Mexico 

People of Saba 

The Apache Indian 

The Supai Indian 

Hopi Arts and Crafts 

The Hopi Indian 

The Navajo Indian 

Panama. Crossroads of the Western 

Jack's Visit to Costa Rica 


W ha: Is Sc:er.ce .' 
Science and Superstition 
Life In a Drop of Water 
Our Common Fuels 


A-r 1:. A.:...:. 

Properties of Water 


The Nature of Color 

Matter and Energy 

Sulphur and Its Compounds 


The Halogens 


Camouflage in Nature by Pattern 

Camouflage in Natiue by Form and 

Color Matching 
The Growth of Flowers 
Butterfly Botanists 

Birds in Winter 
Birds of the Dooryard 
The Red Winced Blackbird 
Birds of the Marshes 
Birds of the Inland Waterways 
Birds of the Countryside 
Birds of the Woodlands 
Five Colorful Birds 
The Bobolink and the Bluejay 
Ruby Throated Hummingbird 
Our Animal Neighbors 
Pigs and Elephants 
The Deer and its Relatives 
The Bear and its Relatives 
The Cow and its Relatives 
The Horse and its Relatives 
Mammals of the Countryside 
Mammals of the Western Plains 

Mammals of the Rocky Mountains 
< 'olor Categorizing Behavior of Rhesus 


1 Ne\er Catch a Cold 
Joan Avoids a Cold 
It Doesn't Hurt 
Safe Use of Tools 
Playground Safety 


Swimming Techniques For Boys 

Swimming Techniques For Girls 

Sprinabard Techniques 

The Broad Jump 

The High Jump 

The Pole Vault 

Beginning Tumbling 

Intermediate Tumbling 

Advanced Tumbling 

Simple Stunts 

Volleyball For Boys 

Soccer For Girls 

Basketball Fundamentals 

Batting Fundamentals 

Catching Fundamentals 

Social Dancing 

The American Square Dance 

The majority of CORONFT la- 
^trartioBal FlliD« arc one tt*1 
ia leaclh aad aizilable at S-13 
* r««I io black aad white. ST3 
a reel ia eolor. Tod ma* pre- 
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CORONET Fila» may l>e pur- 
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which pa5^eat» laa* be spread 
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Of course, it gives you the finest 
obtainable projection of 

STANDARD Lantern Slides 

Have you seen the latest additions 
to Keystone's vast library of edu- 
cational slides? Some of these new 
units will make your work more 
effective — and easier. 

Many instructors realize the possi- 
bilities of 

HANDMADE Lantern Slides 

not only for the presentation of 
special subjects, but for obtaining 
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You can sometimes make a worth- 
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slides, by using 


— with four exposures, which are 
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— of thoroughly proven value for 
efficient training in spelling, read- 
ing, recognition and general visual 

By means of an inexpensive adap- 
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2-INCH Slides 

— with the clear, inexpensive day- 
light projection made possible only 
by a 750 or 1000-watt lamp. 

You can also buy an attachment 
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— and here again, have the advan- 
tage of the Keystone Overhead 
Projector's powerful illumination. 

An adapter is also available for 


— and with the microscopic 
slides as well as with two- 
inch slides and strip film) you can use the five-diopter 
supplementary lens, shown at left, which enlarges the 
projection two dimensions each way. 

UUrtte for (circular 

KEYSTONE VIEW COMPANY • meadville, pa, 



Better Performance 

on 16 mm. Sound 



The new "Premier-20" embodies many advanced fea- 
tures which combine to create new standards of l6'T»m. 
sound performance . . . convenience . . . and efficiency 
of operation. The new swing-out gate, shown above, 
permits easy cleaning of the aperture plate and pres- 
sure shoe . . . without ever disturbing the lens focus. 

New Richer Tone Quality — The latest 12-inch Jensen 
Permanent Magnet Dynamic Speaker reproduces sound 
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Streamlined Carrying Cases— Rugged . . . scratch- 
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Smm. Silent • 16mm. Silent 
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A General Precision Equipment Corporation Subsidiary 
.SEPTEMBER • 1947 

C/ose-i/p of new suing-oiit gate, showing gate 
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New Ampro Slide and Filmstrip Projector 

New from every angle, this Ampro Model .^0-D 
Projector for 2"x 2" slides and 35mm. filmstrips is 
ideally suited for classroom use. Simple to oper- 
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Quick tilting . . . 
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many other out- 
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I I "Premier-20" 16mm. Sound-on-film Projector 

I I Amproslide Model "30-D" Dual Purpose Projector. 

□ Amproslide Model "30-A" — 2" x 2" Projector. 





See S Hear 


Clonieius for Sepiember 

Annual Fall Inventory 
Group 1: The Social Studies 

The World We Live in 

People of the ^\'orld 

The Arts of Li\ iiig 

The Economics of Li\ing 

Group 2: Science Films 

Advanced Science Films 

Group 3: Physical Education. . . 

of New Audio-Visual Materials 

Group 1: The Social Studies 

1 Peoples of the World 29 

4 The Arts of Living 31 

1 1 Teacher Training 32 

14 Keeping Fit (Athletics) 33 

21 Group 2: Science Filmstrips 

25 Arithmetic & Mathematics 34 

27 General Science 35 

by Audio-Visual Publications, Incorporated 

Earl M. Hale, President O. H. Coelln, jr.. Publisher 

Walter A. Wittich. Editor John Guy Fowlkes. Editor 

William Ball, Art Director 

New York Office: 

501 \Vest 113th Street, 
Robert Seymour, jr.. Manager 

Los Angeles Office: 

3418 Gardenside Lane, 
Edmund Kerr, Manager 

Issue 1 of Volume 3. published September. 1947. al 812 North Dearborn Street. Chicago 10. by .\udio 
Visual Publications, Inc. Trade .Mark Registered U. S. Patent Office. Entire Contents Copyright 1947. 
Ipiernational Rights Resened. .Application for second class matter pending at the Post Office. Chicago. 
Illinois. By subscription: S.'i.OO for the school year; foreign $3.50. .Address all adycrtising and subscrip- 
tion requests to the Office of Publication in C^hicago. Illinois. 

AUDIOVISUAL program stand 
ards will be surveyed in the 
October issue of See &: He.\r. The 
Editors bring you an important and 
original new feature backed by the 
solid recommendations of a Nation- 
al Committee of 14 whose combined 
teaching experience totals 243 yearsi 

In October we return to the regu 
lar editorial format interrupted b\ 
this special Inventory issue (see Page 
11). Radio and recordings come in 
tor important attention as do maps 
and charts in our broad and accurate 
interpretation of audio-visual tools. 

With this and succeeding issues. 
See & Hear becomes the most com- 
plete source anywhere of all new 
audio-visual materials for classroom 
and general educational use. 

Most important we recognize thai 
this is a decisive period in the historx 
of audio-visual materials. ^Vhil^ 
90% of our schools still do not legu 
larly use either visual or sound aids 
to better learning, our full editorial 
effort will be directed to penetration 
of this audience and to frank dis 
cussion of the vital problems per 
taining thereto. — ()H( 



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SEE & H E .\ R 


Encyclopaedia Britannica Films brings to your 
classroom six outstanding new films ... so skillfully con- 
cei\ed, so brilliant in performance that ihey actually mark 
a forward step in audio-visual education. 

See these new EBFilms. They illuminate class- 
room teaching. Thev make information livelv and ab- 
sorbing—are. in themsehes, enriching experiences which 
your pupils will remember fully and gratefully. 

All EBFilms are designed for classroom use. 
produced under the supervision of leading educators. ^ ou 
and your pupils are losing much if you teach without 
them. \Vrite for full information on each of these films 



Hore ond the Tortoise. A children's dossic 
that comes vividly olive in this com- 
pletely cHar>nir>9 film presentotion. 

Puppetry, Shows the complete art of 
pwDPe^ry from the corving of figures to 
tKe'r manipulation on octuol stoge sets. 

The Moking 

Thomas Hart oenton, one cf 
the notion s most fomous 
pointers, executes o briHionT 
mural step by step before 
the color comcro ... a meth. 
od of instruction that will 
revolutionize art teoching. 

Pointing Reflections in .'. cv* 
Eliot OMaro, A.N.A-, exc = 's 
ond illustrates his excellent 
water -color techniques while 
pointing o view of colorful 
Gloucester Horbor. 

Brush Techniques. Mr. O'Hora 

paints a vivid impression of O 
land«ope while demonstroting 
brush techniques in o woy thot 
only o color film could show. 

Immuniiotion. The latesi in the famous 
series of EBFilms on the human bod^ 
... an interesting, outhoritotive, under- 

siondoble explonotion of disease pre- 








cuA<ztmen. t^ M^'^ect. . . 



2 "x 2 " SLIDES . . . 

iM^ ^S.V-*-'t*m 








Medical and Technical 









Design and Crafts 










Home Economics 

Indu(4triai Arts 







\'ocational Guidance 

• In the S.V.E. library of educational filmstrips and 
slides you will find authentic, up-to-date visualiza- 
tion of any course in the modern school curriculum. 
The S.V.E. library is the finest and most complete 
of its kind in the world . . . contains more than 

1.500 35 mm. filmstrips and 20.000 miniature 
(2" X 2") slides. Subjects range from kindergarten 
stories to technical aid for advanced courses ... all 
visualized under the supervision of outstanding 
educators. Additions to the S.V.E. filmstrip and 
slide library are being made constantly, and com- 
pleted material is kept current. 

• S.V.E. filmstrips and slides are shown to greatest 
advantage with S.V.E. projectors. There's a model 
to meet every need. The AAA Tri-Purpose pro- 
jector illustrated here shows single- and double- 
frame filmstrips and 2" x 2" slides. Easy to thread, 
and easy to operate. Immediate delivery. 

Model AAA 

Write today for informative 
S.V.E. filmstrip, slide, and pro- 
jector catalogs. Also, ask about 
the free sponsored filmstrips. 

Address Dept. 9:i6E 


100 East Ohio Street 

Chicago 11, 

The Film Council of America 
Announces National Program 

PLANS lor future de\elopnient 
—including an immediate goal 
of 350 coninumity film councils 
this year— were announced by thu 
board of trustees of the Film C^uun- 
cil of America as they held their 
first meeting in Chicago earlv last 

To aid in achieving this goal. 
uian\ of the leaders of the 26 exist- 
ing coinicils appeared before the 
board to explain how they organized 
and planned meetings in their re- 
spective communities, and how they 
attracted new members into active 

C. Scott Fletcher, president of En- 
cvclopeadia Britannica Films, and 
chairman of the finance committee 
of the Council, outlined the financial 
dii\e objectives and explained how 
the Council can ser\e American edu- 
cation. (Continued on Page Eight) 


^nc I lew Ulcti 






See Us for Further 
Details and Demonstration 



6058 Sunset Blvd,, Hollywood 38, Calif, 
Phone: HO-8343 





NO\A/ you can draw upon world wide resources 
for the finest recreational, educational, and religious 

United World lists among its motion pictures the un- 
paralleled catalogue of: 





and a host of other film producers. 

PLUS NEW PRODUCTION to meet every 

need revealed by the expanding use of film In 




Our Dealer Representatives throughout the country 
stand ready to serve every entertainment, instruc- 
tional, church, community or personal film need. 

Here are just a few of the great variety 
of titles and topics available for you 
through the all-inclusive resources of 
United World Hims: 


^^^^^^^^VH^I Outstanding psycho- 
HH^ rflJHrl 'oi>c3l drama starring 
PP ' »f \ James Mason with 

Ann Todd and featur- 
ing the music of the 
London Philharmonic 
Orchestra. Ninety-three minutes. 
Rental, one day $20. 

* * * 


Julian Huxley's fa- 
mous instructional 
film, cut to ten min- 
utes and provided 
with new sound track 
for American high 
school and junior college biology study. 
Sale, $45; rental, $1.50 for one day, $2.25 
three days, $3 per week. 

* * * 
THE HOME. First of 

series of five black- 
and-white sound films 
on life in Palestine 
•'2,000 Years Ago" 
each approximately 
twenty minutes. Su- 
perb non-denominational instructional film, 
usable by all faiths and by schools. Rental 
$6 per day. Longer lease terms on applica- 

»'°"- * * * 

TEDDY BEARS AT PLAY. Most popular 

of all short films for 
young children. Live 
koala bears gambol to 
gay strains of catchy, 
singable song. Five 
minutes, black-and- 
white, sound. Sale price, $15. 


445 Park Ave., New York 22, N. Y. 



1 1 am interested in the following films: 
! Recreational Q Educational Q Religious D 
1 |\|AME 

1 pn^iTinw 



[ UNITED WORLD f ILMS INC. • *45 Pork Aye., New York 22, N.Y. 
1 We ui«: D 1«mm Sound, D Silent, Q 8mm. S-9 




CAMBRIDGE 2 reels - 17 mins. 

Tnis IS o porlralt of one of the oldest universities in the world. The film shows the surround- 
ing iandscope ond many of the historicoi colleges. It explores lecture holls ond loboro- 
lories, and presents sequences of famous professors in session. 


2 reels — 15 mins. 

This IS on amusing and provocotive film for both adults ond teen-ogers. which arouses 
mony questions in the mind of its audience. Do you think whot you ore told to think or 
do you form independent conclusions? Da you read o newspoper becouse it expresses 
your ideos or becouse you accept its editor's ideas? When you form on opinion, whot 
use do you moke of if 


2 reels — 20 mins. 

Shot ot Kettering during the election of 1945. the film begins with the formol proposol 
of the condidotes and ends with the dromo and excitement of polling day. The voters ore 
cooxed and cojoled by the orotory of eoch candidate. Detailed scenes of polling doy 
show the mechonics of voting and stress the importance of on election in a democrotic 


2 reels - 23 mins. 


^er Britain men from foclories ond offices spend Saturdays playing Their tovcrite 
- soccer Children ploy tt in fields, schoolyords, and even in the streets Famous 

iniernotionol amateurs and professionols teach footboH tactics lo the young enthusiosts The 
film olso shows the excitement of the finals of the Cup Competition. 

HISTORIC ST. PAUL'S . 2 reels - 14 mins. 

This IS a picture of 5t Paul's Cathedral, post ond present St Paul s rebuilt by Sir Christo 
pher Wren after the Great Fire of London ond St Paul's th* Shrine of a Notion's heroes- 
Nelson, Wellington, Roberts. Kitchener, Jellicoe ond Beotty The fdm shows recent historic 
occosions and the greot Dome riding high above the bllti of ^940 


2 reels - 20 mins. 

The fomous British conductor, Dr. Malcom Sergeant, is the ''ommentalor of this br.Hiant 
film He demonst rotes the sound ot each instrument, and then conducts the London 
Symphony Qi-chestro in Benjomin Britten's Voriations and Fugue oo a theme by Purcell. 
The director is Muit Mothieson permonent condjcrof of the London Symphony Orchestra. 


1 reel — 10 mins. 

Since Dame Myrc Hess first oppeored on the concert plotform with Sir Thomas Beechom in 
1907, she has become one of the supremely great British p-onists It has been justly 
claimed that no other woman pianist in the world can equal her rendering of the work 
of Beethoven. In this film she ploys (he first movement of Beethoven's Sonoto in F Minor — 
the Appassionato Sonoto 


3 reels - 26 mins. 

This IS o plon for London. The greot damoge wrought by the bliti con now be turned to 
good odvontoge, for the plans for rebuilding are the result of careful study and tnvestigo- 
tlon ond will prevent hophozord regrowth Here is the opportunity for the huge straggling 
metropolis to become o planned and procticol city. 


2 reels — 14 mins. 

The history of Westminster Abbey is the history of England. Here Po'^liament once met; 
here for centuries the Kings and Queens of Engtond hove been crowned; and here ore 
buried illustrious Englishmen of oti times— sovereigns, statesmen, poets, scientists, musicions. 
WestTTiinster Abbey is o lovely exomple of Eorty English orchJtecture. Shots include the 
coronation of King George VI. 


3 reels — 31 mins. 

This subject concerns the care of young children from the first months to the age of four 
Of five. It reotisticoMy portrays the struggles of average imperfect parents and overage 
imperfect children. Although the film is mainly o counsel of perfection, the suggestions are 
practical and parents could adopt them oil without growing wings 




30 lukelellff Pfm, Niw York 20, N. Y. 3iO North Michigon An., Chicogo. III. 
391 Sutltr St., Son Froniluo I, Colif. nj 15th Slcttt,N.W.,WoihingtOK S.D.C. 

Atlanta ■ Botton ■ Denver • Detroit ■ Heutten ■ Kaniat Gly 
Ids AngeUi • Miami • New Orleans • St. Louit • Seattle 

Film< available in Canada through United Kingdom 
Information Office: 10 Albert St., Ottawa, Canada 

(continued from page six) 

Two ot the principle objccti\cs ol 
the Fihn Council were oiiiliiied by 
C. R. Reagan. Council president. 
■Speaking on the e\e ol the second 
anni\ersary of the droppini; ol the 
atomic bomb on Hiroshima, Reagan 
said that audio-visual education of- 
fers the greatest hope for educating 
all people to an understanding b\ 
which they can pre\ent future 
atomic wars. "Our greatest goals 
nuist be to be of real service to our 
communities," he said, "and to hel]j 
other groups do the job for which 
they were founded more eflectively. 
Films can \italize their j^rnoranis, 
and in so doing can raise our knowl- 
edge and understanding, and ad- 
\ance our fight for peace." 

Ximierous members of counnunitv 
councils told how their groups ar- 
range programs to interest outside 
peojjle in films. Plans for a "Films 
ol the World" festival in Chicago 
this October and November ueii- 
hailed as a prototype for other lilm 
festi\als to be held elsewhere. 

Paul Reed, director of \isual edii 
cation in the Rochester. New York, 
schools told how the Rochester Film 
Cc:)iuicil is conducting a survey ol 
all audio-\isual materials a\ailablc 
fnr use by e\er\ iiuerested group in 
that cit)'. Represeiuati\es from tin 
Lexington. Kentuckx. Council, told 
ho^v the\ seciued ilu- interest ol 
Muh groups as the (.'aw Police Dc- 
])artment in their programs, and 
Council niemhers Irom .\ustin, 
Texas, explained how they obtaineil 
ihc appointments ol special reprt 
sentalixes to the Austin Film Coiiiuil 
from most local civic organizations. 

Business concluded with the elei 
lion (A Stephen Core} of the Uni 
\ersitv of Chicago as chairman pio 
tem of the board of trustees of ilu 
Film Council of .\merica. .At ihe 
same time Thurman \\'hiie on leaxe 
of absence as head of the de])ari- 
r.'.ent of \isual educaliou at ihe 
Unixersitv ol Oklahoma, was selec- 
ted as executi\e director of the 

The trustees also chose an execu- 
ii\e committee composed of Carl 
Milam, executive secreiarv of the 
American Library .Association: Paul 
Reed, mentioned abo\e: and Bruce 
NLihan, dean of the extension di- 
vision, the State Uni\ersii\ of Iowa. 



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'Three important classroom pictures in FULL COLOR 





A detailed survey of Mexican arts and handi- 
crafts, rich in cultural interest and stimulating 
to students in many fields. Planned for curric- 
ular inclusion in arts, crafts, social sciences 

and languafje studies. 

Made to motivate and encourage ap- 
proved social conduct in children, 5 to 14. 

A delightful combination of animated 
cartoon and live action, in a skillfully 
written and produced motion picture. 


Produced by Hugh Harman Productions for Pictorial Films« Inc. 

A good government film — 

Step-by-step visualization of the 
part played by the ordinary citi- 
zen, his legislators and the Chief 
Executive in the making of our 
federal law. An invaluable film 
for the better understanding of 
democracy. Teacher approved 
for its clarity, conciseness and 
complete factual objectivity. 

A health-teaching film — 

(Produced with the aid of the U.S. Public 
Health Service) 



Rollicking health cartoon for pri- 
mary grade students. The story 
of sleepy "Winky" and his 
"Great White Wall" creates an 
immediate understanding of the 
need for vigilance and the im- 
portance of the dentist in oral 

Available for rental at your NAVED dealer or write to: 









Fall Inventory or 



^ ^W ' - IHorSAXDS OF 

% teachers have joined 
the reader family ol 
See R: Hear these past 
several months. Many 
A\ere introduced to 
the magazine while attending summer audio- 
\iMial teacher training courses in U. S. colleges 
and inii\ersities this past sununer and have 
become paid subscribers. Other thousands of 
new teacher readers are destined to become 
regular readers as the ncAv school year gets 
luiderway this fall. A \ast ninnber \\ill be 
imfaitiiliar witJi material resources and are in 
urgent need of such information— just as they 


1 P 4 

will later need practical guidance iu good utili- 
zation of films and other audio and visual tools 
for classroom instruction. 

This gieat common need of our reader family 
is also a \ital necessitv to the producers of these 
classroom materials. Iheir enormous in\est- 
ment in new teaching films, filmstrips. slides, 
recordings and graphic materials such as still 
pictures, maps and charts merited the most 
original and complete support of this publica- 
tion. Seldom does a clear teacher-reader need 
coincide so importantly with the need of those 
who sen'e them. In that sjiiril. we have put 
aside all regular articles and editorials already 
paged for this September issue and present this 




(continued from previous page) 

In\entory Xuniber of See 8; Hear. 

The task was not an easy one. It 
will be e\ ident that classroom motion 
pictures and filmstrips may ser\e 
many purposes in the cuniculiun. It 
should have been easy to arrange 
these materials by grade levels and in 
many pages this has been indicated. 
But it was also important that we 
stay within already far-extended eco- 
nomic limits. The space freely given 
to \ isual materials made it necessary 
to carry o\er long columns of space 
on Educational Recordings as well as 
condensing other features. 

Here is the fust truly fimctional 
audio-\isuaI magazine e\er pub- 
lished; we're plainly tired of aimless 
profundities of interest to less than 
a thousand enthusiasts while 90"^'^ 
of .America's million classroom teach- 
ers are still iuiser\fd by these valu- 
able aiidio-\ isual tools. 

Forgi\e us our trespasses on sacred 
fields of the curriculum in the group- 
ing of these new materials. Forgi\e 
us the coiuitless inadequacies and in- 
acciuacies of the descriptions and 
foi the dozen good sources we have 
undoubtedly overlooked. This is a 
rieiu approach, the style of the list- 
ings and their physical makeup will 
be coiitnniously unproved and cor- 
rected. The important thing is that 
here is a highh readable work-book 
\\hich doesn't recjuire a technical 
dictionary and which shows a rich 
accunudation of ready-made tools 
around which you and your school 
can build a budget and start an 
audio-\ isual program. 

To all teachers we say, acquire the 
fidl catalogs of these producers and 
consult their dealers and special rep- 
resentatives. Names of such local 
and regional contact sources can be 
obtained by writing to the principal 
offices listed on this page. 

To understand the listings please 
note: Titles are gi\en fust and indi- 
cated in bold face. Motion picture 
length is shown in minutes, thus: (10 
min.) Filmstrip length is given in 
number of frames, thus: (74 frames) . 
Prices are shown where possible in 
the opening paragraph and followed 
by the key letter capitals denoting 
producer sources, thus EBF, is En- 
cycIoj)aedia Britannica Films, Inc., in 
the complete source list on this page. 

Curriculum areas, such as primary 

grades, eleTT}enta)y, junior and senior 
high school and college levels are 
shown in italics and, wherever pos- 
sible, departmental use such as Arts, 
Science, English, Home Economics. 
etc. is indicated. Where adult and 

club use is indicated, this also ap- 

,\ final paragraph is devoted to 
description of significant contents. 
.\o e\aluation is intended or hardlv 

Key to Inventory Source Abbreviations 

Academy: .Academy Films, 1448 W. 

61 St .St., Los .Angeles 44. 
.Admiral: .Admiral Pictures. Inc. 

X. Hollywood & New York Cit\. 
.Air Age: .Air .Age Education Re- 
search, New York City. 
AFF: A. F. Films, Inc., NYC. 
.Amer. Bankers: American Bankers 

.Association, New York Citv. 
Barr: (See Ideal Pictures Corjj.) 

Arthur Barr Productions. 
Bell Tel: Bell Telephone Cos. 

(See regional hdg. offices.) 
BIS: British Information Services 

30 Rockefeller Plaza, NYC. 
Bradley: Bradk\-Clark Films 

326 \V. 1 bird St., Los Angeles. 
Brandon: Brandon Films, 1600 

Broadway, .\ew York Cit\. 
Brand: Paul L. Brand & Son 
1640 Connecticut .A\e., X\\'., 
Washington 9, D. C. 
Castle: Castle Films 

30 Rockefeller Plaza. XYC. 
Bray: The Bray Studios, Inc. 

729 Seventh A\e., Xew \ork City. 
CFEofA or China FE: C:hina Film 
Enterprises ol America. Inc. 
35 Park .Ave.. Xew Wnk 16. 
GIF or Coronet: (Coronet Instruc- 
tional Films 

Coronet Bldg.. Chicago 1. 
Curr: Curricuhun Films. Inc. 

(see Jam Handy Organization.) 
EBF: Encyclopaedia Briiaiuiica 
Films, Inc., 20 X. Wacker. 
Chicago 6. 
FI: Films, Incor]jorated 

330 ^V. 42nd St., Xew York City 18. 
FN: Films of the Xations 

55 W. 45th St., Xew York Citv 19. 
FP or Film Pub: Film Publishers 

Xew Y'ork City. 
FSC: Film Studios of Chicago 

Field Bldg., Chicago, 111. 
GF&W: Grant, Flory & Williams 

Xew York City. 
HEF: Hollywood F'ilni Enterprises 
6060 Sunset Boulevard. 
Hollywood, C^alifornia. 
Hoefler: Paul Hoefier Piodui lions 
6 121/2 So. Ridglev Drive, 
Los -Angeles 36, Calif. 

Hoist: Kenneth L. Hoist. Inc. 
6404 Holhwood Bl\ci.. 
Holhwood 28. Calil. 
ICPP: Informative Classroom Pit 

tore Publishers. Xew York Citv. 
IFB: Imeinational Film Bureau 

84 E. Randolph St., Chicago I, 111. 
IFF: International Film Foundation 

1600 Broadway, New York Citv. 
IPC: Ideal Pictures Corporation 

28 E. 8th St., Chicago 5, 111. 
JHO: Jam Handy Organization 

2821 E. Grand Blvd.. Detroit 11. 
Johnson: Johnson-Hunt Productions 
1132 X. Highland Ave.. 
Holhwood 38. Calif. 
KB: Knowledge Builders 

625 Madison .Ave., XYC 22. 
KV: Keystone \'iew Co. 

Meadville, Pa. 
March of Time: March of Time, 
Forum Edition. 369 Lexington 
Ave., New York City 17. 
Mission: Mission Pictures 
Hollywood, California. 
McGraw-Hill: McGiaw Hill Book 
Co., Inc., 330 W. 42ntl St., NYC 18. 
NFBofC: National Film Board of 
Canada, 84 E. Randolph St., 
Chicago 1. (also Xew '\ork Citv) . 
OF: Official Films, Inc. 

25 W. 45th St., XYC 19. 
PPVS: Philip Photo Visual Service 

Los .Angeles, California. 
Pictorial: Pictorial Films, 

625 Madison Ave.. NYC 22. 
SCF: Save Children Federation 

Xew A'ork City. 
MS: Simmel-Meservey, 9538 Brighton 

Way, Beverly Hills, Calif. 
SVE: Society for \'isual Education, 
Inc., 100 E. Ohio St.. Chicago 11. 
TFC: Teaching Films (aisiodians 

New 'i'ork City. 
TF, Inc.: Teaching Films, Inc. 

20 \Vcsi 20th St., Xew York Citv. 
TK: Trindl-King, 123 So. Bowling 
Green Way. Los .Angeles 24. Calil. 
UWF: United World' Films, Inc. 

445 Park Ave.. Xew York City 22. 
VG: X'ocaiional Guidance Films 

2718 Beaver .Ave.. Des Moines. 
YAP: ^■oung .America Films 

18 E. 41st St., Xew York Citv 17. 




The World We Live In 


Flight Over the Arctic— (10 miii.) 
S.'ii.OO. Air Age Educ. 

Intermed., Jr., Sr. H.S.: Sue. Sliicl- 

iis Geoe., Aeronautics. 

• Geography from the air is the 
approach to the study of the fjords, 
the glaciers, the mountainous rim, 
and the ice cap of Greenland. This 
film offers an unicpie opporiunii\ 
to see the geography of a country 
from an entirelv nc^\■ perspecti\e and 
to dramatize the relationship be- 
tween map stiid\ and land forms as 
seen from the aii. 

Geography From the Air— (10 min.) 
B.&:\V. Sound. S40.00. Air Age Ed. 

lutcriuid., Jr.. Sr., High Stiiool, 
College: C.eography, Social Studies. 

• This unusual educational film pro- 
vides an opportunity for teachers to 
show their pupils world geography 
as seen from the air. From footage 
taken by the Air Transport Com- 
mand, scenes from all over the world 
have been selected to illustrate out- 
standing geographical elements. The 
content and sequence of the film are 
based on land geography, ocean ge- 
ography, and man made geograph- 
ical featines. Not a tra\elogue, this 
is a film designed to meet the needs 
of teaching global geography in 
keeping with established courses of 


The Colorado River- (1 reel) B&:W 
.■$45.00; Color $75.00. Coronet. 

Interm., Jr. and Sr. H.S.: Teacher 
Training: Geog., Geol.; Soc. Stud- 
ies, Social. 

• .\ beautiful river is the theme of 


this Coronet film, its rushing force 
controlled by giant dams, its untam- 
ed energies diverted to serve civi- 
lization through transmission lines 
and irrigation ditches. 

Hoover Dam oji "The Colorado River" 

Historic Death Valley — (22 min.) 
Sound. Color only, ,5150.00. Hoefler. 
Jr., Sr. High School, College, 
Adult; Geography, Scenic. 

• An educational-cultural film with 
historic and picturesque Death Val- 
le\. The production includes fidl 
treatment of Death Valley's anthro- 
pological histor), historic back- 
ground, places of interest, and des- 
ert floral life. 

Great Lakes — (22 min.) Sound. 
Intermed., Jr., Sr. High School; 
Social Studies, Geography, Com- 

• The shipping theme is used in 
this film to link short sequences on 
steel production in the Great Lakes 
area, pidp-making. ship building, 
grain storage, and the workings of 
canals and locks. 

Production by the National Film 
Board of Canada and exclusii'cly dis- 
tributed in the United States by the 
Internatiinial I'ihn Bureau. 

Natural Resources of the Pacific 
Coast- (10 min.) Sound. B.&W. 
.?45.00, color, .|75.00. GIF. 

Intermed., Jr., Sr. High School: 
Geography, Geology. Economics. 

• The vast richness of the natural 
resoiuces of the Pacific coast, in- 
cluding its lumbering, fishing, farm- 
ing, and mineral industries, is vivid- 
ly portrayed in this film. The ne- 
cessity for conserving our natural 
resources is strikingly emphasized. 
Produced under the supervision of 
Dr. Clifford M. Zierer, Chairman. 
Dept. of Geography, University of 
California at Los Angeles. 

Rivers of the Pacific Slope— (10 

mill.) Sound. B.&:\V. $45.00, color, 

S75.00. GIF. 

Intermed. Grades, Jr., Sr. High 
School; Economics, Geography. 

* Produced under the supervision 
of Dr. Clifford M. Zierer, Univ. of 
Calif, at Los .\ngeles, this film tells 
the story of three river s)stems— the 
Columbia, the Sacramento-San Joa- 
(|uin. and the C^olorado— and the 
uses to which man has put these 
Pacific Slope rivers, adapting them 
lo the special needs of the territory. 
It illustrates these rivers serving as 
a\enues of commerce, logging, and 
(ish-spawning, and shows how the 

Brilliant photograpliy in "Great Lakes" 




Rivers ot the Pacific Slope: contd. 

dams built across them ser\c na\i 
station, and luniish clcctrie jjowcr 
and water to the surroundini; 

Seaports of The Pacific Coast— (1 

reel) B&W $45; Color $75 Coronet, 

Interm, Jr Sr HS. Teachers Traui- 

hig: (ieog. (ictil: S(>(. Studies, Snciol. 

• Takes an exciting toin' of the 
bustling acti\ities in San Francisco 
Ba\. .Seattle and the ports of Piigct 
Sound, Portland, Los Angeles, and 
San Diego. Views of the huge lircak- 
waters of Los .\ngeles' man -made 
Iiarlior at San Pedro stress the im- 
ponance of our commercial gate- 

Trading Centers of the Pacific Coast 
( 1 reel) B>l;\V .S45; Color, $7.') C;oro- 

hilerrned., Jr, Sr HS: Teacher 
Training; Geog, Geol; Soc. Studies, 
So( iol. 

• Nol onl\ studies paiticular 
areas with a uniqueh animated map 
and action photography which cap- 
tures the very vitality of the West 
Coast's major cities, but presents the 
common factors which expand small 
trading posts into tremendous cent- 
ers of commerce, 

Toniesha — (20 min.) Color, sound. 
%\h() VAF. 

jr. & .Si, High School. CoUrgr: 
Gen. Science: Geography. 

• This color film dcsciibcs the geo 
logic formation and the lloi.i ol 
Death X'alley, the nati\c Indian 
name ol which is Tomesha. The dim 
tells how the Indians, native to tlie 
\alle\, ada|)ied themsehes to their 
euxironment and were able to sid) 
sisi on (lie iiali\c plants that glow 
liierc. It also discusses the boia\ 
developments in the valley since the 
advent of the \\liiie man. 

^ ellowstone. Grand Tetons - (22 

min.) Sound. Color onl\, .'Si 50.00. 

Jr., Sr. High School. College. 

Adult; Geography. Scenic. 

• This educational-cull 111, d lilm 
opens with spectacular giouud and 
aerial views of Yellowstone National 
Park, including '-Old I-'aiihlul" 
geyser in action and othei naiuial 
wonders ol this legioii. Iiuimate 
vieAvs of the wild life of Yellowstone 
are also shoxvn. The scene then 

changes to Ciand I ctons 
Park with \iews of scenic grandeur 
including the lamous |acksoii Hole 
ami (ackson Lake. 

\osemite National Park— ( I I min.) 
Sound. (;olor onh, $75.00. Hoefler. 

/).. Sr. High School, College. 

Adult: Geography. Scenic. 
• .An educational - cultural film 
which offers complete loxerage ol 
this astonishing natural xvonderland. 
Complete geological data is includ- 
ed, as well as histoiical iidormaiioii. 
data on wild lile and lile, and 
numerous \iews ol this region's 
lamous cauNons, waterfalls, rock for- 
nialioiis, ami oilur natural wonders. 


(.-l/io see People of tlic JVnrld. Inventoiy 
.') and Fitmstrip Inventory Page 29 for other 

Chile: The .4ndes— (10 min. Ciolor. 
,S.')0.00. H.F.E. 

Intermed.. jr.. Sy. U.S. A, lull. 

Clubs: So( Studies. Gcog. 

• An excellent presentation through 
animation and direct photograph\ 
ol the effect of the .\ndes on the 
climate, the industries, and the 
society of C^hile. 4'lie dimatic eflects 
are vividly shown; transportation 
problems are presented, and unusu- 
ally excellent photographv and ex- 
planatory narration gi\e one an "at 
home" feeling lot the countix. 
Reconuncnded for use with the films, 
Chile: People of the Country Estates. 
Atacaina Desert. Chile: Copper lii- 
di:sir\. Chile: The South Coiiiilry. 

Chile: The South Counir) — (II) 

mill.) .S50.00. H.F.F.. 

Inlrniird.. jr.. Sr.. H.S.: Adult. 
Cliil's: Soc. Sliidic's, Gcog. 

• File iulliieiKe ol the Andes on 
the climate of ilie Soiiih (ouiiiia. 
the problem ol the isol.ition ol the 

( oimiiuuiiies ami people, the de- 
pendence on shipping and its haz- 
ards are well explained through a 
liliii which re\eals this country Irom 
its sea coast and enxiions. Good 
animation heljjs with the explana 
tion. The mood of that climate is 
well caught through outstanding 
photography. Recommended for 
use with the films, Chile: People of 
the Country Estates, Alacainii Des- 
ert. Chile: The Andes. Chile: Cop- 
per /iiduslry. 

Panama: Crossroads of the Western 
World- (10 min.) Sound. B.&;\\'. 
.1?45.00, color, $75.00. CIF. 

Intermed. Grades, Jr.. Sr. High 
School, .-idull: Social Studies, Ge- 
ography. Couimerce. 

• Panama has long been the cross 
roads lor trade and tra\el between 
North and South America, and the 
Atlantic and Pacific Oceans. This 
liliii shoxvs the lile and surroundiiins 
ol ihe jjcople of this colorful litile 
upublic. Classes in Geogia])h\ vvill 
liud it to be an interesting summaiv 
ol cultural and economic life in a 
ivpical Middle .American countr\. 
Production Mi|)er\ision b\ Dr. CHydc 
Kohii. .Northwestern l'ni\ersii\. 

Peruxian Plateau— (10 min.) Sound 

!;.,V\\. $15.00. HFE. 

Intermed.. Jr. High School: Social 
Studies, Geography, Economics. 

• Fhis film deals with the history 
and de\clopmciu of the natural le 
sources of the high Andean plateaus, 
where much ol the mineral wealth 
of Peru is lound. It describes tiie 
dilhciihies of economic exploitation 
ot resources at such high altitudes, 
and how modern machincrx and 
iiiodeiii tiansporiation methods ha\c 
made I his |)ossible. Wool raising 
and textile weaxing. another im 
portant plateau industrx made 
profitable b\ the use ol modern 
machinery, is also coxered. 

"Paiianiir. Crossroads of tlie Western IlorW 



I I 

I N V E N T O K \ 2 

Plantation in Peiu-(l(t min.) 

Sound. B.&W. S45.0(). HFE. 

Intcrmed., jr. High School: Social 
Studies, Economics, Geography. 

• riiis (ilni deals with a little 
kniiun aspcti of Peru— the cultiva- 
tion of sugar in an almost rainless 
desert, located between the .Andes 
and the Pacific. In this arid region 
thousands of Peruvians live and 
work under a system of tenant farm- 
ing. The film not onh shows the 
sugar plantations, but also the work- 
ers living conditions, the ingenious 
use of irrigation, the fertili/ing proc- 
eses using guano, and the final har- 
vesting of the crop. It is important 
in that it illustrates the life of the 
j)laiuation worker who wrests a \ alu- 
able cro|j from an almost barren 

Soince of the .\mazon— (10 min.) 
Sound. B.KW. S4J.00. HFE. 

Intermed., Jr. High School: Social 
Studies. F.coiininics. Geography. 

• This film opens with the melting 
of snows of one of the highest peaks 
of the Andes, and follows a tiny 
trickle of water downhill as it be- 
comes larger and larger. The 
stream cascades from the high .\n- 
dean plateau to become a smooth 
jungle river, ultimately joining 
others to form the mighty Amazon. 
\ati\c \illages along the river are 
shown, and the dependence upon 
the river of their economic life is 
stressed. Also shown is Iquitos, the 
jungle capital at the head of navi- 
gation of the .\mazon. Careful map- 
ping assists in telling of an area that 
is little known, and seldom visited. 


Fur Country — (22 min.) Sound. 

Color. SI 30.00; rental. S5.00. IFB. 
Intermed., Jr., Sr. High School: 
Social Studies, Geography, Com- 

• The camera follows an Indian 
trapper on one of his periodic visits 
to his trap line in the region of 
James Bay. Winter travel by sled 
and snow shoe, camping in the snow, 
various ways of setting traps, and 
the best way to dry a pelt are also 

Produced by the Xalional Film 
Board of Canada and exclusively 
distributed in the United States by 
the International Film Bureau. 

A ict'ru' Jlorn "Land jor /'. 

Land for Pioneers — (14 min.) 
Sound. B..^\V. 510.00: rental. S2.50 
per day. IFB. 

Intermed., Jr. High School: Ge- 
ography, Social Studies. 

• .A comprehensive treatment of 
the resources and industrial develop- 
ment of the Canadian .\orth and 
Northwest. Historical material cov- 
ers the seeking of the "Northwest 
Passage" and the Hudson Ba\ Com- 
pany, and present moves toward in- 
tlustrial development are empha- 

This film ivas produced by the 
Xalional Film Board of Canada and 
is exclusively distributed in the 
United States by the International 
Film Bureau. 

Montreal— (23 min.) Sound. Color, 
SI 30.00: rental, 55.00. IFB. 

Intermediate, Jr., Sr. High School; 

Social Studies, Geography. 

• This film shows the largest and 
most historic cit\ in Canada. The 
celebration of Moiitrears trccenten- 
arv is depicted together with some 
of its historic streets and buildings, 
and some of the life of the city— the 
business section, the two universities, 
the Art Gallery, the airport, the rail- 
ways, and the wharves. 

Produced by the National Film 
Board of Canada and distributed in 
the United States exclusively by the 
International Film Bureau. 


Passage To The Pribilofs (10 min) 
C:olor. 575 Hardcastle. 

Intermed, Jr, Sr HS, Adult; Soc. 
Studies, Geog., Clubs. 

• The film includes the journey 
from Seattle through the inside pas- 
sage across the Gulf of Alaska to the 
Bering Sea. The .\leut Indian resi- 
dents of the rock bound Pribilof Is- 
lands are photographed as they live. 
Fhe flowers of the Pribilof Islands, 
birds, reindeer, the Alaska fur seal, 
are only part of the well photo- 
graphed visit to the Pribilofs. 


Australia Todav— (35 min.) Soiniil. 
Color, 5225.00; rental, $7.50 per day. 

Intermed., Jr., Sr. High School; 

Social Studies, Geography. 

• .Xn all-color feature film illustrat- 
ing cities, coastal scenes, l)caches, 
moiniiains, mines, farms, sheep and 
cattle ranches, trees, flowers, animals, 
birds, and other interesting features- 
of the island continent. Teacher's 

En Champagne— (14 min.) Sound. 

B.kW. S67.50; rental, 55.00 per day, 

57.50 per week. IFB. 

Jr., Sr. High School; French, Ge- 

• This film divides this province 
of France into two sections: the 
moist and the dry. Fidl treatment of 
each is given accompanied by a 
simply-spoken commentary. .\ com- 
plete exposition of the manufacture 
of famous Champagne is included, 
as well as one of the textile industry 
in 1 roves and Reims. .A picture of 
the magnificent Gothic Cathedral in 
the latter city concludes the film. 


La Loire— (20 min.) .Sound. B.!i:\V. 

S67.50, rental, S5.00 per day, 57.50 

per week. IFB. 

Jr., Sr. High School: French. Ge- 

• This film is a suivey of the river 
Loire from its torrential start in the 
Massif Central, to the well-popu- 
lated valley in its estuarv to the two 
well-known jjoiis of Nantes and St. 
Nazaire. The geographic back- 
ground furnished by the film is 
essential to a better understanding 
of the river's importance in litera- 
ture, although the usual chateau 
country views are omitted. Simply - 
spoken commentary is in French. 

Les Canaux — (16 min.) Sound. 

B.&W. 567.50: rental, 55.00 per day, 

57.50 per week. IFB. 

Jr., Sr. High School: French. Ge- 
ography. Commerce. 

• I.e Canaux is a film on the canals 
of France in general and on the op- 
eration of locks in particular. Miu h 
historical material is given and the 
mechanical aspects are shown in 
both animation and photographic 
techniques. Simply-s])oken commen- 
larv is in French. 




Great Circle— (14 min.) Sound. 

B.&W. $37.50; rental, $2.00 per day. 


Intermed., Jr. High School: Ge- 
ography, Social Studies. 

• An excellent documentary in 
which animated globes are used to 
sliow great circle routes and the 
chief cities of the world are linked 
i)y air. Ihe use of the airplane to 
o\ercome natural barriers is vividly 
portrayed and a plea is made for its 
use to o\ercome human barriers as 
well. In the words of the film "the 
airplane makes us look at the world 
as a whole. If wc use it as it should 
l)e used, all the nations of the world 
cui !)(■ united." 

Global Concept in Maps— (I reel.) 
B.&W. .§45.00: color, $75.00 Coronet. 
Jr., Sr., H.S., Col., Teacher Train- 
ing: Ceog Geol. 

• Simplifies a difficult, but in this 
age of flight in a shrinking world, 
most important subject; clarifies the 
methods of map projection and illus- 
trates the great circle route. 

Maps Are Fun— (10 min.) Souiul. 

I5.8:\V. S45.00; color, .$75.00. GIF. 
/)•. and Sr. High School; Geog- 
raphy. Social Studies. 

• Introduces the fimdamcntal con- 
cepts of map reading— legend, scale, 
grid, types of maps, uses of coloi, 
ho\\- to read a map index, etc.— 
through the stor\ of Ronnie, who 
prepares a map of his paper route 
so his friend, Dick, mav take o\er 
ihc route \\hile Ronnie goes on his 
vacation. Supervised by Dr. \'iola 
Theman, Xorthwestcrii Uni\ersii\. 

What Is A Map? (10 min.) $45 
Teaching Films. 

Prim.. Intermed.. .Adult. Col: 

"Global Concept in Mnjis" ctarifies Itie mod- 
ern melltods in map projection. 

Lang. .Iris. Soc. Studies. Teaching. 

• .\n excellent experience for voung 
children in making the transition 
from real things to abstract map in- 
terpretations at the second through 
fourth grade le\els. \'ocabular\, 
concept organization, and the intro- 
duction of new materials is leisural 

and understandable to young chil 
dren. Using a child's room, the 
transitional steps from the reality 
of the furnishings to map presenta- 
tion are shown. The same concepts 
are then described using an air 
\iew of a small communit\ and 
translating its major map features 
into symbol presentation. Evaluated 
In- primar\ teacher's committee. 

People of the World 


and landmarks are shown accom- 
panied by a simply-spoken commeii- 
tar\ in French. There are no English 
subtitles. Copies of the commentar\ 
may be had — 1st copy free, addi 
lional @ 5c. 

Bread and Wine— (Hi min.) Sound 

B.&^V. $82.00. IFF. 

Intermed., Jr., Sr. High School: 
Economics, Social Studies, Geog- 

• This film deals ^vitii Italian agii- 
culture and the "nie//adria" s\stem 
of Italian farming. It includes the 
harvest of the grapes, tiie cultivation 
of the crops, the making of bread, 
the routine life of the farmers and 
their jMoprietor, and an evening 
meal. The film stresses people, and 
gives an excellent insight into the 
economic and social structure of 
modern |)ost-war Italv. 

Cambridge— (21 min.) Sound. li.&W, 
$2 Rental, a|)pl\ for ^al(' price BIS. 
Intermed.. Jr.. Sr. High Sthool: 
Geography, Social Studies. 

• This is a pfHtrait of one of the 
oldest universities in the world. Set 
in the heart of the old Market town, 
its colleges are rich in history. Their 
buildings and the long lawns reach- 
ing down to the Ri\er Cam arc 
famous for their beauty. The film 
shows daily life at Cambridge, ex- 
ploring lecture halls and labora- 
tories. It presents sequences of well 
known |)iofessors conducting classes, 
ami oilers scenes of the libraries, 
chapels, and dining halls for which 
the universitv is justh famous. 

Coconut Tree— (10 min.) Films of 
the Nations. 

Soi. St.. /./.; Geog., S.C: J. A. 

• .\ completely instructive film on 

This animation scene is from Ihe neiu EBF 
classroom film "I?nmigration." 

Immigration— (10 min.) $45. EBF. 

Intermed., Jr., Sr. H.S., Col., 
.■idult: Soc. Studies, Civics, U. S. 
Hist., Social.. Clubs. 

• Through animation, pi intipalh, 
the de\elopment ot inunigration in- 
to the United States by national 
groups is shown as it approached its 
peak between 1890 and 1920. Se- 
(juences on the motives which 
prompted immigrants to leave their 
homeland. ]jhotogra[)hv showing the 
passage through Ellis Island, and 
graphic illustratirms of settlement 
and adjustment of innnigrants in 
.\merica is woven into many ani- 
mated sequences. The drastic im- 
inigiation restriction following the 
.\ct of 1924 concludes the film. .\ 
very comprehensive experience in 
visualizing the over-all iunnigration 
history of the U. S. 

.\ Paris— (15 min.) Sound. B.K;\\'. 
$67.50; rental, $5.00 per day, $7.50 
|)er week. IFB. 

/)'., Sr. High S(hi)ol: Ircudi. Ge- 

• This film furnishes glimpses of 
the economical and cultural life oi 
Paris. Many of the famous sights 



the uses to which the people of South 
India place the nut, the fronds, the 
husks, and the milk, of the coconut 
tree. Leisural. entirely understand- 
able sequences show the nati\e cot- 
ta^c industries and their counterpart, 
the urban industries, transforming 
the raw materials into many products 
—soap, coco matting, spun twine, 
beverages, etc. The best film on its 
subject as of October. 1946. 
Eskimo Summer— (22 min.) Sound. 
Color. Sl")0.0(t: rental, S5.00. IFB. 
hitermediate, Jr., Sr. High School: 
Social Studies, Geography. 

• Describes the activities of the 
Eskimos during the short Arctic 
sur,mer when they prepare food and 
lucl for the winter ahead. The men 
are shown trapping and spearing 
fish, hunting whales, seals, bears, 
and walrus. The women are shown 
preparing food and clothing. 

Produced by the Xatiorial Film 
Board of Canada and distributed in 
the United States exclusively by the 
International Film Bureau. 

Farmers of the .\ndes — (10 min.) 
.Sound. B.jLW. S45.00. HFE. 

Intermed., Jr. High School; Social 
Studies, Geography, Economics. 

• This film deals with the de- 
scendants of the Incas who till the 
soil, much in the manner of their 
ancestors, in the high altitudes of 
the .-\ndes. The subjects treated in- 
clude problems of living and farm- 
ing at great altitudes, living condi- 
tions of the farmers, principle grain 
crops raised, primitive threshing and 
winnowing methods, and inarket 
day activities. 

Greece — (16 min.) B.&A\ ". Sound. 
S35.00 for 3 year lease, short term 
rates on request. March of Time 
(Forum Edition) . 

Intermed., J. Sr. H.S., Col, Adult; 

Social Studies, History, Geography. 

.i •■cene from motion picture "Eskimo Sum- 
mer" produced by the Sational Film Board. 

• Cradle ol oui \\ c->icMi Civiliza- 
tion, Greece is shown in iliis film as 
a little nation of some seven million 
people, still passing through a {jeri- 
od of readjustment which will take 
\ears to complete. The film shows 
the heroic struggles of the people of 
Greece, as w-ell as the efforts being 
made for her return to economic and 
political order. The many supplies 
and implements distributed by 
L'NRR.\ are shown, but it is point- 
ed out that internal order must come 
from the people themselves. 

Hacienda Life in Old Mexico — 

(10 min.) Sound. Color only, S75.00. 

Elementary Grades; Geography, 

Social Studies. 

• .\n examination of the Mexican 
community of San Carlos, eight long, 
hard days on horseback from the 
nearest point of civilization. Life 
in San Carlos goes on almost exactly 
as it did one hundred odd years ago 
when it was ruled bv the Spaniard 
who founded it. This film portrays 
in forceful contrast a self-sufficient 
communitv existing todav with none 
of the later mechanical facilities so 
common in a modern community. 

Historic St. Paul's— (21 min.) Sound. 
B.<:W S2 rtiual. apply for sale price 

Intermed., Jr., Sr. High School: 
Geography, Social Studies. 

• This is a picture of St. Paul's Ca- 
thedral, London, past and present. 
Rebuilt by Sir Christopher ^Vren 
after the Great Fire in the 17th 
Cent., St. Pauls has become the 
shrine of manv of England's heros 
—Nelson, Wellington. Roberts, Kit- 
chener, and Beatty. The film shows 
some recent historic occasions and 
contains a beautiful sequence of the 

great dome riding high above the 
Blitz of 1940. 

The Incas- (10 min.) Sound. B.&W. 

S45.00 HFE. 

Intermed., Jr. High School; Social 
Studies, History, Geography, .-irt. 

• This film treats of the civilization 
of the Incas, before the arrival of the 
Spanish, and shows the results of the 
Spanish conquest and occupation, 
apparent even today. The ancient 
Inca capital of Cuzco is shown with 
its Inca doorways and ancient walls 
mingling with Spanish arches, them- 
selves almost 400 years old, just as the 
Peruvian Indians, descended from 
the Inca, walk beside Perm ian white 
men. descended from the Spanish 
conqueror. The rich detail of Inca 
and Spanish handicraft and archi- 
tecture are shown, with close-ups of 
textiles, pottery, jewelry, and golden 
ornaments, and building details. 

Italy Rebuilds— (20 min.) Sound. 

B.&W. 590.00. IFF. 

Intermed., Jr., Sr. High School: 
Current Everils, Civics. Social 
Studies, Geography. 

• This film, a report on the work 
of LNRR.\ in Italy, is the story of 
an Italian family— the Montinellis— 
leaving the "D.P." camp and going 
back to what was once their home 
before enemy planes bombed their 
\illage. Things seem hopeless until 
UXRR.-\ aid arrives— helping the 
Italians to help themselves. This is 
a dynamic documentary valuable for 
its fKjrtraval of the courage and de- 
termination displayed by the Monti- 
nellis. and thousands like them, in 
rebuilding their homes, communitv. 
and nation. 

Modem Chippewa Indian — (10 
min.) Color. S-M. 

Soc. St., I, J; U. S. Hist., S.; Social., 


• The story is told of the coopera- 
tive efforts of the Indians in fishirig, 
lumbering, and in other of iheir 
skills as they live on the Red Lake 
Reservation in Minnesota. The story 
is told of their assimilation into 
white men's civilization through 
which their contribution becomes 
one of doing collectively those 
things they are best able to accom- 
plish; namelv. fishing and lumber- 




Native Earth— (12i/2 miii.) Sound. 

B.&VV. S3 1.25: renta!, SI. (if) per day. 


Intermediate, Jr., Sr. High School: 
Social Studies, Geography. 

• A film about New Guinea and 
its primitive natives, who in the 
wild jungles gave valuable help lo 
the Australian and .American armies 
during the war wiih Japan. Illus- 
trates the successful training of a 
backward people by the .Australian 

People of Peru— (10 min.) Sound 

15.&.\\'. S15.00. HFE. 

Intermediate Grades^ Jr. High 
School; Social Studies, Geography, 
Economics, Transportation. 

• This film covers the \aried peo- 
ples of Peru from the old established 
aristocracN of the capitol at Lima, 
to the half ci\ilized Indians of the 
Andes. It includes the geography 
and history of the land, the people 
of the cities, homes and recreation, 
coastal plantations, plateau farmers, 
and jungle Indians. It shows how 
advanced, and yet how primitive, 
the people of a single country can 
be, and how nuich their manner ol 
living depends ujjon iheir geo- 
graphican en\ironment. 

Proud Citv— (26 min.) S'j(i.25: rem. 
$3. JJIS. 

Col, Adult; Art. Cnucs. Clubs, 
Ind. Arts, Soc. Studies, Social. 

• This film describes the plan for 
rebuilding London. The plan is 
shown through photograph, map. 
and model whereby the various bor- 
oughs of London will become self- 
contained conmiunities with homes, 
industry, schools, and shopping dis- 
tricts in their proper location. 
Shrine of A Nation- (14 min.) S42; 
rent, S2. BIS. 

Jr, Sr HS, Col, Adult; Art, Civics, 
Geog, Genl, Hist, Soc. Studies. Sociol. 

• In the heart of London stands the 
.\bbey Chinch of Westminster. Here 
every reigning British sovereign has 
been crowned for nine hundred 
years. The film shows in detail the 
famoi"; chapels, Poet's corner, th( 
Statesmen's Aisle, the tombs ol 
Henry VII and Mary Queen of Scots 
The film ends with scenes from the 
coronation of King George and 

Story of Omolo-('J min.) $22; Rem 
$1. BIS. 

Prim.. In term., Jr. HS, .-idult; 

■4gric, Civics, Consev, Geog, Geol, the British go\ernment has an agri- 

Soc. Studies, Sociol. cultural center where the Bantu peo- 

• Oniolo loses his home by fire and pie are allotted temporary holdings 

goes to Bukiira. in Kenva. Here and are taught practical farming. 

The Arts of Livin&| 




(.iiso see Personal Guidance films and tlie 

Filmstrip hwentoty pages) 

The American Teacher— (15 min.) 
B.&W. Sound. S35.O0 for 3 year lease, 
short term rates on request. March 
of Time (Forum Edition) . 

Intermed., Jr. Sr. H.S., Col, Adult; 
Social Studies, Education, Teach- 
er Training. 

• This film presents the pros and 
cons of "Progressive Education" and 
points out to the U. S. citizen his 
responsibility for the cpialitx of the 
education his coinmunit\ pro\ ides 
for its young. It also gi\es a brief 
historical sketch of American educa- 
tion, beginning with the little red 
sdiool house, and covering today's 
emphasis upon the scientific princi- 
ples of psychology. 

Education for .\1I-(21 min.) Sound. 

Color. Apply lor Pri(e. Harmon 


Sr. High School, College, Adult 
Groups; Education , Social Studies. 

• This film was made by the Har- 
mon Fotindation in co-operation 
with the Facidtv Centennial Com- 
mittee of the Ciiy College of New 
York. It emphasizes the philosophy 
of education represented by C.C.N.Y. 
—free higher education open to citi- 
zens of all races and all creeds. The 
film traces briefly the history of the 
Free Academy, as it was first known, 
through to the present institution 

which ser\es some 23,000 New York 
Cit\ residents. It includes shots of 
the College's adult education exten- 
sion services in neighborhood li- 
braries, museums, etc. Narration is 
by Ben Grauer, famous network an- 
nouncer, who graduated from the 
College in 1930. 

School in the Mailbox- (18 min.) 
Sound. B.&W. .S50.0{): rental, S2.,5() 
per day, IFB. 

Intermed.^ Jr., Sr. High School; 

Social Studies, Geography. 

* A lilm showing how the children 
of the .Australian "Outback" on 
farms and ranches are educated by 
means of correspondence courses 
sent out by the government. It 
shows the lessons, covering jirimary 
grades through high school, being 
con\eyed by airplane, train, auto, 
buggy, bicycle, and camel, and also 
shows the conditions under which 
the children live and study. Teach- 
er's guide. 

Teacher Training Series— (McGraw 

Hill) .Series content: 5 sound films, 
averaging 22 min. each, and 5 silent 
lihnstrips, averaging 40 frames each. 
Apply for price. McGraw-Hill Book 
Co., Inc. "Textfilm Dept. 

College; Pre-sennce and In-service 

Training of Teachers. 

• This ambitious series is part ol 
the McGraw-Hill Book Company's 
program of audio-\isual supplement 

"Classroom Discipline" a scene from the "Learning to Understand Children" is an 
Kcic McCrciir-Hill Trnrhrr Trninim; Series. oilier film in the MrC.ra-.r Hill Series. 


"Broader Concept of Method" shows teach- 
ers and children planning togetlier. 

Teacher Training Series: Cont'd. 

lo tluir tcxthookN. The lihiis arc- 
based on a particular textbook ( Stii- 
ih-jit Teacliiiig h\ R. Schorling. 
I'liix. of Mich.) and the filinstaipN 
lest knowledoe acc|iiired Iroui ihi- 
lihiis: text book, fihn and tihnstrip 
thus form a co-ordinated teaching 
iniit. Titles of films (and related 
lilmstrips) include 
Learning lo Understand Children: Part I 

—A Diagnostic Approach 
Learning to Understand Children: Part II 

—A Remedial Approach 
Classroom Discipline 

Broader Concept of .Method: Part I — 
Teachers and Children Planning To- 
Broader Concept of Method: Part II — 
Teachers and Children Working To 


Aptitudes and Occupations — (15 

min.) B.&:\V. Sound. S67.50. GIF. 

S?'. Hioli School. College. Adult: 

Teacher Trainitig, Psychology, 


• Under the supervision of Dr. 
G. E. Williamson. Prof, of Psychol- 
ogy. Univ. of Minn., and Milton E. 
Hahn. X'ocational Go-oi'dination 
Dept.. Uni\. of Minn., this film 
analvzes and illustrates six fimda- 
mental a]jtiiudes— mechanical, social. 
clerical, musical, artistic, and schol- 
astic. It shows standard tests to de- 
lerniine indi\idual aptitudes and is 
especially .\aluable in teacher-coun- 
>.elor training programs. 

Does It Matter What Vou Think? 

-(16 min.) S47.,')0: RentS2.00: B.I.S. 
Sr. H.S.. CcjL. Adult: Ch'ics. Clubs, 
Psych, i- Teaching, Soc. Studies, 

• An amusing and provocative film 
lor both adidts and yoimg people. 
It poses such questions as "Do we 
think what we are told to think or 
do we come to independent conclu- 

sions}' It vou lorm an opinion, do 
\ou make use of it'-" 

Education for the Deaf— (31 min.) 

so:}.;,"): rent. S,") lilS. 

(.'o/.. Adult; Guidance, Physical. 
IJeallh. Xursing. Psych., and 
Teaching Soi'. Studies, Soc. 

• A tletailed presentation of the 
methods by which deaf children are 
laught to speak. Two year olds are 
accepted b\ the special schools and 
many stay until they are twent\. 
1 luir classroom progress is slower 
than that of other children, but 
when the\ leaxe school they are fidh 
((ualilied to take their place in tlu 

Fihn Tactics- (22 miu.) $25.70. 

Col.: Psych., Teaching. 

• This is an outstanding discussion 
of film milization by analogv through 
a naw training situation. The rela- 
tionship between physical environ- 
ment, instructor personalitv, and the 
psychology of method is vividlv 
shown through a demonstration 
situation involving the teaching of a 
naw tactic. 

How to Study— (10 min.) Souml. 

B.>1:\\'. S4,i.OO: color, S75.00. GIF. 
Jr. and Sr. High School, Teachet 
traininn: En" Lans- and .4rts. 

• .\n appeal to the student clear! \ 
showing that studying can be pleas- 
ant and prohtable through cultiva- 
tion of proper techniques— budget- 
ing study time, adjusting the reading 
rate to purpose and material, and 
locating material in the librarv and 
from other sources. Supervised b\ 
Dr. Win. Brink. Prof, of Education. 
Xorthwestern University. 

How to Read a Book — (1 reel.) 

B.k\V. S45.00: color, S75.00. Coronet. 

Jr.. Sr., H.S.: Teacher Training: 

Psych and Teaching; Reading 


• Selecting a hook involves several 
considerations: What information is 
needed? What cjuestions are to be 
answered? What does the book of- 
fer? This film does much to answer 
these questions and includes other 
details— the author's attitude; where 
to look for kev ideas and how to 
use them in rapid reading: the in- 
dex: footnotes and references: when 
to read ipiickly and when to read 
with greater care. 

Improve \our Reading— (1 reel) 
B.,<:W. S4.").00: color. S7.">.0(). Coronei. 
Inlcrin., Jr.. Sr. H.S.; Psych and 
Teaching, Reading Readiness. 
• This lihn offers many suggestions 
lor improving the rate of reading 
and comprehension, reading with 
fingers, with lip movement, etc. It 
is developetl in an iiueresiing, con- 
crete situation, around characters 
from whom pujjils and teachers will 
learn and will enjoy knowing. 

Bklovv: The film "It's Your Library" shows 
IIS how to use the school library materials. 

It's Voiu' Library— (lU min.) Sound 
B & \\ ., .Applv for price, T, F. Inc. 

Elementary Grades (3-5) ; Eng. 

Lang., and .-Iris. 
• This film introduces, to 'J-year- 
old Dick, the library as a source of 
rich adventure. It shows the variety 
of material sufficient to satisfy everv 
child's interests, and the many ways 
in which librarians hel]) children 
make the best use of their library. 

lUi-ovv: .1 scene from "Know Your Library" 
illustrates use of the school library. 

know \ our Librarv ^10 min.) 

Sound. B.&W. .S45.60; color, §75. 

/)■. and Sr. High School: Eng 

Lang, and Arts. 
• .\n introduction to the use of 
the librarv. including the organi/a- 




lion of a typical high school libraiv; 
iiow to use the card catalogues: the 
arrangement of books on the slich es; 
and how to use the encyclopedia, 
the Reader's Guide, and the vertical 
file. Produced under the supervision 
of Alice Lohrer, M.A., Ass't. Prol. 
of Library Science, University ol 

Near Home- (20 min.) $56.25. 1.F.B. 
Teaching, C; Psychology, C. 

• The film shows how a good teach- 
er develops interest among his class 
in the community in which they 
live. In brief this is a fine film to 
show the value of field trips as a 
part of classroom experience. It 
goes beyond this to show leisurely 
and in detail how the preparation 
for, the accomplishment of, and the 
follow-up activities of the field trip 
are actually completed by one class 
group. While the film is photo- 
graphed in England and is accom- 
]ianied by English commentary, it 
is a very valuable teaching experi- 
ence both for in-service and teacher 

Safe Use of Tools— (5 min.) Sound. 
B.&VV. $22.50, color, $40.00. CIF. 
Primary and Adult: Safety. 

• Children need their own tools, 
and must learn how to use and care 
for them. This film shows proper 
methods for using scissors, knives, 
hammers, saws, and other small tools 
—in the neighborhood, and at school. 
Super\ised by Mary Greer, Win- 
netka (111.) Public Schools. 
Spelling Is Easy— (10 min.) Sound, 
I5.&\V. $45.00; color, $75.00. CIF. 

Intermediate Grades, Jr. High 
School; Ens- Lans.. and Arts. 

• This unusual film is the result ol 
several months of research and ex- 
perimentation to develop a practical 
\ isual aid to spelling. Produced un- 
der the supervision of Dr. Viola 
Theman, Northwestern University, 
it is a motivational film for the in- 
termediate grades, and presents the 
five basic rules for learning to spell. 
Teamwork — (20 min.) Sound. 
n.k\V. Apply for price. SM. 

Jr., Sr. High School; Social Studies, 
Civics, Sociology. 

• This film has an interesting his- 
tory. Its teaching fundamentals 
were first tested and developed 
through an experimental sound 
filmstrip produced by the Metropoli- 
tan N. Y. Branch of the D. V. I. of 

the National Education .Association, 
the story for this filmstrip being de- 
\cloped by a sociology class at Scar- 
borough School in New York. 

The resultant film, based on the 
above experiment, is a study ol the 
means by which pupils and adults 
can achieve co-operation in the com- 
|)lex world of today. The picture is 
based on the simple story of a high 
school group working together on a 
project common to all schools. To 
obtain authenticity, all characters 
arc played by actual students attend- 
ing VVoodrow Wilson High School, 
Long Beach, Calif., where the film 


How a Baby Grows— (Child Devel- 
opment Series) 10 films (10 min. 
each) B.&W., silent. $24.00 each. 

Sr. High School. College, Adult 
groups; Teacher Traiyiing, Psy- 
chology, Home Economics, etc. 

• This series of ten teaching films, 
all of which were produced in col- 
laboration with Dr. .\rnold Gesell. 
director of the Clinic of Child De- 
velopment, Yale University, shows 
I he development of infant psvchol- 
ogy, beha\ ior. and personality. Two 
groups of fi\e subjects each make 
up the series. Group A considers 
general aspects of infant de\elop- 
mcnt along the lines mentioned 
al)o\e, and Group B presents prac- 
tiial applications of these concepts 
1)\ analyzing daily e\ents in the in- 
fant's life. The title of each film in 
I he series and a brief synopsis fol- 


• How Behavior Grows analyzes 
I lie stages through which a baby 
passes in learning to rise from a 
horizontal to an upright position; 

A scene from the EBF film "How a Baby 
Grou's" in tlte Cliild Development Series. 

was photographed in natural sur- 

We Discover the Dictionary — (10 
min.) Sound; B.&rW. S45.00; color. 
>75.00. CIF. 

Intermediate (hades, Jr. High 
School; Eng. Lan. and Arts. 

• This film, supervised by Dr. \iola 
rheman, Northwestern Univ., is 
based on a careful study of diction 
.ii\ problems. It teaches dictionaix 
skills including use of guide words, 
finding the spelling and definition 
of words, reading diacritical marks, 
and distinguishing the man\ kiiuK 
of dictionaries. 


reveals how the process requires a 
year of organization and co-ordina- 
tion of muscular and mental con- 
trols; and explains how the child'> 
mental ability de\elops in passing 
from one level of maturity to an 

• The Growth of Motor Behavior 
traces the development of motor 
control from birtii through the first 
live years. It indicated that the new 
born baby is active but has no con 
irol over muscles and how control 
is gradually learned as the months 
pass. It analyzes these advancing 
stages of complex muscle control ol 
ihe eyes, hands, trunk, and legs. 

• Infants Ai-e Individuals indicates 
ihat e\ery child's unique individual 
ily and personalit\ begin to assert 
themselves even in the child's in- 
fancy. This is demonstrated by de- 
[Mcting certain motor, adaptive, and 
social behaviors in such a way as 
lo prove that distinctive behavior 
patterns are manifested in the infant 
and ])ersist in later life as well. 

• The Growth of Adaptive Behav- 
ior portrays the development of the 
child's finer motor co-ordination dur- 
ing the first fi\e years of his life. It 
traces the growth of pawer to dis- 
criminate in action and selection 
and illustrates these de\elopments 
b\ experiments showing how the 
child manipulates and exploits ob- 
jects in his world. 

• Twins Are Individuals demon 
strates conclusively the fact that 
e\en in the case of identical twins, 
remarkably similar in behavior, ap- 
pearance, and characteristics, each 
ne\ertheless has his own unique per- 
sonality. Twin behavior is illustrat- 


'SHY GUY" a new Coronet Film u> help oveitonie bhyneb:^ among adolescenL youngsters. 

c(l fioiii iiil.iiuv to aclolisnim ami 
comparisons disclose striking simi- 
larities as well as consistant differ- 
ences which continue into the teens. 


• The Baby's Bath illustrates pre- 
scribed methods for administering 
the baby's baih during the first year 
of life, and calls attention to the 
infant's growing ability to partici- 
pate actively and enjoy his bath. It 
indicates that the bath is not onh 
a means of achieving cleanliness, but 
an opportunity for physical exercise 
and social contact with the mother 
as well. 

• Bottle and Cup Feeding demon- 
strates how the baby gradually, yet 
rapidly, becomes able to master the 
implements of feeding, and shows 
how the feeding responses become 
more and more skillful as his matu- 
rity increases. 

• The Conquest of the Spoon ex- 
plains how spoon feeding is a more 
complex behavior than feeding from 
a cup. It describes the baby's gradu- 
al development of the fine manipu- 
lative skills required for efficient use 
of the spoon: a process which takes 
years to perfect. 

• Self-Discovery in a MiiTor repro- 
duces the slow but sure steps by 
which the baby learns the ideas of 
"self" when he looks into the mir- 
ror for the first time. The gradual 
development of self-discovery be- 
comes apparent upon observing the 
child's response to his own image. 
The film explains the psychological 
and educational implications of the 

• Early Play stresses the importance 
of determining the babv's indi\ idual 
tastes for tvpes of plav and plav 
objects. It advises that the child's 
own preferences be respected and 
shoidd determine the kind of play 
indulged in. The film also illus- 

ir.iics tlic kind of simple phi\ situ 
ations which most growing babies 
enjoy at different ages. 


Are You Popular? (1 reel) B&:W 
,'i>4,5; Color $75 Coronet 

Jr Sr HSj PA, Teacher Training; 

Clubs, Guidance, Psych. and 


• Crystallizes teen-age problems of 
sotial behavior into a vital compact 
guide to boy-and-girl proprieties and 
popularity, as an attractive cast por- 
trays realisticallv familiar situations 
and characterizations. 

How Do You Do— (15 min.) YA 
Films, .-^pply for price. 

English, J., S.: Guidance, J., S.; 

Clubs, J., A. 

• ,\ well organized approach to 
the problem of how to introduce 
persons, one to another, is illustrated 
in this film. Organized to be of 
interest to teen-agers, the film illus- 
trates introductions under \arying 
circumstances: boys and girls of 
same age, persons of same and oppo- 
site sex; acknowledging introduc- 
tions, etc. 

Johnny Learns His Manners — (22 
min.) Sound. B.&:\V. Apply for 
price. PFI. 

Primai-y, Elem.; Eng., Lang. Arts. 

• This is the story of Johnny and 
his two alter-egos, "Badself", a nasty 
imp who urges Johnny to mis-be- 
have, and "Goodself", who tries to 
help Johnny be a good boy. For the 
first half of the film "Badself" gets 
the upperhand and Johnny begins 
to turn into a little pig. .\fter every 
displav of bad manners the change 
i)ecomes more apparent— his feet be- 
come hoo\es, his nose a snout, etc. 
But thanks to Mother and "Good- 
self", Johnny learns his manners and 
is restored to normal. Told in new 
animation technique. 

Shy (,Lu - ili., ncls; li.vW $.'»1: 
Color $95 Coronet 

Jr Sr HS, PTA, Teacher Train- 
ing; Clubs, Guidance, Psych, and 

• (Overcoming sh)ncss) helps ad- 
just the shy adolescent as he wit- 
nesses the screen "shy guy's" start 
to improved social relations through 
those principles of friendly associa- 
tion demonstrated by his better ad- 
justed fellow students. 

Tommy's Day — (15 min.) B&W 
Sound. ?57. YAF. 

Primary Grades; Language Arts, 
Health, Social Studies 

• This film scr\es several basic pur- 
poses at the primary grade level: it 
leaches some of the simple and im- 
portant health habits of that group, 
provides the child with an orient;i- 
tion to a desirable pattern of every- 
day life, and serves as a \isual ex- 
perience which the teacher can use 
to stimulate and develop oral and 
written language expression. The 
film is built around a day in the 
life of Tommy, an attractive 7-year- 
old boy— a day that is typical in all 
respects, except that he disco\ers on 
this particular morning that one of 
his baby teeth is loose. Home scenes 
involving Tommy, his small sister, 
and his mother and father, point 

"Tommy's Day" was produced for primary 
grade level use; the film helps us guide 
N )„).^rWfrt in desirable behavior patterns. 





Tommy's Day: continued 

out desirable jjiaditcs ol personal 
cleanliness, tooth care, diet, and 
laniily relationships. Scenes in Tom- 
my's school pro\ idc further oppoi- 
I unity lor discussion. Ali(r dinnii 
that evening. Tommy's tooth comes 
and and the film concludes as his 
lather hids him <;ood-nii;ht. Iradi 
(I's Guide incluiled. 
■your Children and You— (30 min.) 
SfiO.OO. Film Pub. 

Sr. H.S.. Col.. .Ad nil: Home Earn.. 

Ti'tu liiiiii, Xinsiuii. Cliihs 

• Beginning with an intant onis a 
few weeks old, the film follows chil- 
dren through all their phases and 
problems, suggesting ways that par- 
ents can deal with problems in par- 
ent-child relationships. With frank- 
ness and clarity, problems of earh 
childiiood aie pictured: weaning, 
toilet training, preparation for the 
arri\ al of a brother or sister, temper 
taiurums. jealousy, fears, answers to 
questions about sex. and even those 
rainy-day rampages that dri\e all 
parents frantic. A "must" lor all 


(.Also sec the I'lliiisliij) /iii'e 

Arranging the Tea Table— (7 min.) 
Color S-M. 

Home Econ.. S. C: Cliib.'i. /. .J; 

Guidance, S, C. 
'• The rules to lollow and the steps 
to use in choosing the table service 
in setting the table for a tea are 
shown. Consideration isgi\en to the 
selection of the table doth, the plac- 
ing of the centerpiece, candles, nap- 
kins, and silverware. Reasons foi 
the rides that are followed are ex- 
plained logicalh and mukisland 

f:lothing for Children (111 niiii.) 
Soiuid; color onl\, $75.00, CIF. 

College. .Adult group.'i: Home 

Econo»U( s. 
• Supervised bf .\lida Shinn and 
Roselma Archer of the National 
College of Education, this film 
demonstrates the proper clothing 
for young children of \arious ages, 
emphasizing the considerations of 
health and practicability al30\c those 
of fashion. A film of special interest 
to |jarent-tea(her groups. 
Food— Weapon in War and Peace 

)itory and Oilier .I)7.s l-'iliiis) 

-(1,5 min.) li&W. Sound. S5(). V.\F. 
/). iDid Sy. High Siliiiol: Ccii. S( i- 
eme. Home E^coiioiiiii s. 

• The purpose of this film is to 
show the methods Avhich ha\e been 
devised to jjieserxe food and the 
part food plays in our daih life. 
It discusses and illustrates the stor- 
ing, salting, canning, dehydrating, 
and freezing methods of food pres- 
ervation. The reasons for h)()d s|)oiI- 
age are cxjalained in detail. Teach- 
er's gtnde included. 

Sewing Series: fi B&W sound lilms 
(10 min. each) S'iS.50 per film \ \V 

• This series, super\ i.sed by Thehna 
Freeark, noted Home Economist. 
lulK treats certain of the basic phases 
'il sewing including tools, tech 
niques, inaterials, and \-^rious seams. 
Titles in the series are: Sewing fun- 
damentals: Sewijig— Handling .Male- 
rials; SeiL'ing—Slide Easleners: Sew- 
ing— Pattern hiterjjretation: Seicing 
Simple Seams: and Sewing .Idi'imicd 
Seams. Teachers manual inclndrd 
with each film. 


{Also see Iiivnilory Pages 11 and 12 on Other .Iris Eihn.'^) 

also gives an insight into Italian 
home life and agricultme. and 
closes with a "Festa dell'iixa", The 
Feast of the Grapes. 
Aubusson Tapestries — (14 min.) 
Sound. B&W. Ai)ph lor Price. AAF. 
Jr. Sr. H.S.. Col.. .Adult: .Art. .Art 
Appreciation , History. 
• This film shows the noted French 
artist Jean Lurc:it designing a ta|)es- 

Artisans of Florence — (20 min.) 
Inlermed.. jr., Sr. Hieh School: 
Art, Social Studies, Geography. 
• In this production, the famous 
Institute of Art in Florence, Itah, 
furnishes the setting for a film which 
shows many phases of Italian art 
and handicraft: ceramics, drawing, 
sculpture, leather tooling, silver 
iKunmerino. and icwelrv disiun. ft 

try which the weavers of the historic 
tow'n of Aubusson, in central France, 
turn into a finished ])roduct. Al! 
im])ortant prcjcesses ol both ariisi 
and weaver are shown. Miuh histo- 
rical material is gi\en. and methcjcls 
of toda\ contrasted with those of the 
I'Jth, and e\en 1 hh and 15th cen- 

Crafts of the Fire— (M) min.) .\. F. 

Jr.. Sr. H.S.. C, Adult: Mod. Lang.. 

Art. Clubs. 

• .\ fine treatment of the prick- 
which the French artisan takes in 
I he producliciii ol (c ramies, hand- 
blown glass, stained glass windows, 
and similar cralts. 

Chinese Shadow Play— (IO14 min.) 
Soimd, color onh. S75.()0. Rental. 
S5.()0 per da\. (TEolA. 

/)■., .Sr. High Sihool. College. 

Adult: Eine Arts. Art Hist. 

• Ihe Shadow Pla\ appealed in 
C^hina sometime dining the Klili 
centurv. Ihe actois weie made ol 
donkey skin parchment, beaiitifidb 
painted in trans|jareni coloi . and 
performed behind an illuminated 
screen. This ])ictine staits with a 
shortened version ol one ol the most 
popular C^hinese lairx tales The 
]Miite Snake Lad\. in wlii( li ihe 
title character and the piiesi light 
each other with their magic. Chinese 
Shadow .\ctors perform the pla\. 
and the backstage and imisical in- 
struments used are shown. 

Clav in .\ction— (10 niin.) .Sciund: 

B.&W. S45.00; Rental. S2.50 first 

day. S3. 75 2-3 days. $5 per week. FI. 

/'■., .S''. High School. .Art Schools, 

College, .Adult: .Arl. Teacher 


• Ihis teaching film fidh demon- 
strates clay jjorirait methods, ex- 
plaining and illustrating ilu- im- 
portant details in executing a day 
portrait. It includes fimciion and 
types of armature, packing and shap- 
ing clay, use of calipers for measure- 
ments, marking proportions and di- 
mensions l)efore carving priircipal . 
|, lanes, and "blocking" into general 
planes. It also includes modeling of 
lorms, blending planes, refinement 
of contours, maintaining utility of 
work, achieving appropriate texture 
in surfacing, and the most useful 
s( ulptor's tools. 

This film v\as produced by Photo- 
ionics. Inc.. with the collaboration 

N V E N T O R V 10 

Thomas Hart Kinton works on a stiiall .\iiie-\ear-old Jessie Benton watches her the finished mural "Ai !■ ■ ., Hercu- 

color cartoon ot his future 20foot mural father put finishing touches on a huge les" h\ Thomas Hart Benton is unveiled 

fjainting. mural. at Kansas Cily. 

•THE MAKING OF A MURAL" I homas Hari Ikiuon s icclini(iuc shoun in a new ERF Him. 

of the Sculptor Arturo B. Fallico, 
and is clistrihiitccl by Films. Inc. 

Eskimo Arts and Crafts— {22 niin.) 
Sound. C:ol<)r. S].")0.00: rental S5.00 

hiteriiicd.. Jr.. Sr. Hii^li Sdiool: 
Social Studies, (ieograjihy, Art. 

• This production shows the es- 
sential part arts and crafts play in 
the life of the Baffinland Eskimos. 
It includes their kyaks, decorated 
skin garments., carveci ixory, and 
hand-wrought implements, as well 
as their legends, singing, drumming, 
and dancing. 

Produced by the Xatioital Film 
Hoard of Canada and distributed in 
the United States exclusively by 
Inlrrnntinnnl Film Bureau. 

Hopi .\rts and Crafts— (10 min.) 
Sound. Color only, S7.5.00. CIF. 

Elementary, Jr.. Sr. High School. 

Adult; Social Studies. Art. 

• This is a study of the Hopi Intii 
ans emphasizing their arts and cus- 
toms. They are shown weaving bas- 
kets, collecting materials, weaving 
ceremonial robes and sashes, and 
making tin"quoise jewelrv— using the 
tools and knowledge handed down 
from their ancestors. .\n unusual 
sequence shows the complete potter\- 
making process. Supenised bv .\1 
fred F. \\'hiting. Museum of Xorth- 
ern .\ri/ona. 

How to Paint in the Chinese Wav 
— (10 min.) Color, 575. China. F.E. 

Jr.. Sr.. H.S.. Col.. Adult: Art. 


• .\ Chinese painter, a woman, 
demonstrates step by step the tech- 
niques in\()l\ed in floral painting. 

.Method ot conqjosition is clearly il- 
lustrated through special photogra- 
ph\. The conqjlete explanation of 
the preparation of the materials to 
the final signature being affixed to 
the picture is shown. 

Making of a Mural— (10 min.) Col- 
or, 545.00: rent, 52.50. EB Films. 

• Thomas Hart Benton's mastery 
of paints and brilliance of full-color 
l)hotography were combined to pro- 
duce this color educational motion 

The Nature of Color— (10 min.) 
Sound; color. 575.00. CIF. 

/).. Sr. High School, College. 

.-idult; Gen. Science, Physics, 

Home Ecnomics, Art, Printing. 


• This unusual film brings to the 
classroom material never before 
achie\ed in motion picture photog- 
raphy. Newton's explanation of the 
mystery of the rainbow- is re-enacted, 
and a rainbow apjiears on the screen 
in full color. Principles of color re- 
flection and absorption are clearly 
demonstrated: the primary and com- 
pleinentarv colors are shown and 
explained, as well as the mixing of 

.4 scene from "The Xaturc of Color" 

(i)lors by addition: and the concept 
1)1 "minus" colors is clarified bv 
showing how colors are mixed by 
sui)traction. The applications of 
(olor to painting, color printing, 
and photography are presented, 
ending with a uniijue demonstra- 
tion of the [)rinci|iles which make 
this very film possible. I'he produc- 
tion was supervised b\- Dr. Ira M. 
Freeman, .\ssociatc Professor of 
Physics, Swarthmore College. 

Painting the Chinese Landscape — 

(lOi/o min.) .Sound. Color only. 

S75.0b. Rental, 55.00 per day. 


Jr., Sr. High School, College, 
Adult; Fine Arts, Art Hist. 

• This picture illustrates in detail 
the four important steps in painting 
Chinese landscapes. Starting with 
a blank sheet of paper, we see the 
artist outline his layout, fill in his 
brush-work, group together the re- 
lated parts with shading, and finally 
retouch for emphasis. Four paint- 
ings of the seasons— Spring, Summer, 
Fall, and Winter— are used to show 
how the Chinese painter aspires to 
his ideal of achieving perfect har- 
monv with Xatmc. 

Painting .\ Chinese Figure — (10 

min.) Color 575.00 C^hina F.E. 
Jr, Sr HS, Col. Adult; Art Clubs 

• Veh Chien-Vu, a famous Chinese 
artist, shows how to paint a Chi- 
nese figure. Starting with a live 
model, the artist first makes his pre- 
liminary sketches and gradually com- 
pletes the figure painting. Mr. Yeh 
shows other pictures including fig- 
ures from Chinese opera, iribespeo- 


I \ \ F. N T O R V 1 ! 



di V tonal \alues. It also co\ers modi- 
fication of applied color-s bv drop- 
]jing added color into wet wash, 
"dr\ brush" tcclniiqiic. \arioiis tex- 
iines and forms jirodiiccd b\ dif- 

ferent brush strokes and positions, 
and other professional hints. 

This film was produced by Photo 
ronics, Inc.. in co-operation with 
the painter Ralph [. Rice, and is 
distributed b\ Films Incorporated. 

"Painting Reflections, in the Water" is a 
nctc sound and color EBF film. 

Painting a C^hinese Figure: Cont'd. 

pie from remote parts of China, and 
dancing figures. 

Painting Reflections in The Water, 
(10 min.) Color, $45; Rent $2.,50 
EB Films. 

• .A full-color sound fdm showing in 
actual practice the technicpie of 
water color painting. 

Silk Screen Printing (17 min) $54 

Jr. Sr HS. Col. Adult: Art. Clubs 

• rhc film shows clearh and effec- 
ti\cl\ the complete process of silk- 
screen printing: fastening silk screen 
to frame and preparing frame for 
printing, cutting stencil, adhering 
stencil to screen, mixing paints, 
printing, and cleaning screen. Steps 
in the three-color process are also 

Sittin' Prettv— (21 min.) Color Sound 
S(;.(»0 rental, U.W.F. 

fr.. Sr.. High Schnnl: Art. 

• This interesting film presents in 
full color and detail the process ol 
painting a portrait. It covers the en- 
tire operation from preliminary 
sketches to final sittings for the oil 
canvas. Also of interest to adult art 
appreciation groups, women's clubs, 

Watercolors in .\ction— (1'5 min.) 
Soiuid: (olor onh. $90.00; rental, 
$1.00 Inst (lav, .$6.00 2-.S days, $8.00 
pev week. Fl. 

Jr., Sr. High Sdionl. Ail Schools. 

College, Adull: .4)7, Tcuclin 


• This teaching film i\phii)is and 
illustrates the important details ol 
watercolor painting including chai 
acteristics of the "direct method." 
simplicity of [Hofessional ((jiiipmeni. 
color and color combinations, sim- 
[)licitv of jjcncil detail, how lo lav 
washes, maintaining a wet wash b\ 
liliing, and comparison of wet and 


French Song Series (Chants Popu- 
iaire)— 5 sound fdms, 7-10 min. each. 
li.&W. $25 each, rental. $2.00 each. 

fr., Sr. High School: French, 

• In each of these 5 films the songs 
.ire first sung by the Alouette Quar- 
tette and illustrated by animations. 
Then portions are sung again with 
ihe French words on the screen. Song 
litlcs by film follow: Series No. 1: 
En roulant ma boule, A la claire 
fontaine. Series No. 2: Envoyents de 
L'avant nos gens, Aupres de ma 
blonde. Series No. 3: La-has sur ces 
montagnes, Trois canards. Series 
.Vo. 4: Filez, Filez, o mon naivre, 
I'ai tant danse. Series No. 6: En 
passant, C'est I'aviron. Guide mate- 
rial furnished with each film. 

How to Twirl a Baton— (10 min.) 
Color, $80.00. \..\.Y. 

Intermed., Jr.. Sr. H.S., Col., 

.Adult: Music, Clubs. 

• This film includes leisural oppor- 
tunity to examine the several basic 
movements which make up the rudi- 
ments of baton twirling, .\fter the 
simple techniques, which can be 
followed leisureh, more complex 
combinations are shc:)wn. 

Instruments of the Orchestra — (22 

min.) $37.50. BIS. 

Inlermed., fr.. Sr. H.S.. Clubs: 

• ^Vith complete seriousness and 
high professional performance, the 
three means by which all instruments 
cjf the symphony orchestra produce 
musical sounds are discussed. The 
scraping, blowing, and banging in- 
struments are shown and listened 
lo indi\idually and as parts of the 
full symphony. Finally, each in- 
strument is identified as it becomes 
a part of a fugue. The playing of 
the fugue is done very well by the 
London Symphony and dramatizes 
the role of the individual instrument 
against its whole orchestral back- 
ground. Coordinates well with the 

films: Woodwind Choir, Brass Choir. 
Percussion Group. Siring Choir. 

Mishel Piastro Concert Series — (3 

films— 10 min. each) B&:\V Sound 
$25 each. OF. 

Intermed., Jr., Sr. High School, 
.Music Appreciation 

• Mishel Piastro, well known violin. 
ist and conductor, is featured in 
this series of films, conducting a 20- 
man orchestra in selections from 
best-lo\ed musical classics. Reel I 
includes: Ballet Music by Gounod, 
Thy Sweet Voice by Saint-Saens, and 
Ballet Egyptien by Luigini. Reel // 
features Gold and Silver Waltz by 
Lehar. Tales From the Vienna 
IVoods by Strauss, and Arabian k 
Russian Ballet by Tschaikowsky. 
Reel in includes: Marriage of Fi- 
garo 1)\ Mozart, Floiver Song by 
Bizet, and Bohemian Girl by Balfe. 

Musical Instruments: The Strings— 
(10 min.) B&:\V Sound. -Apply for 
Price, TF, Inc. 

Jnlermcdiale Grades (4-5-6) , Jr. 

High School; Music. 

• The string section of the instru- 
ment family is treated differently in 
this film than in most motion pic- 
tures. Performance is given only to 
show the range of the instruments 
of the section and their differences. 
.\ trip is made to a repair shop where 
the [jlnsical make-up of each instru 
ment is studied and its purpose 
analyzed. Thus an informaii\e lesson 
is given on the construction and per 
formance of the \iolin. \ iola, cello, 
and bass \ iol. and on how they com 
bine to produce desired tonal effects. 
Myra Hess- (10 min.) $25.00: rent, 
SI. 00. BIS. 

/)., Sr., H.S., Co^, Adull: Clubs. 

• One of Britain's famecf pianists 
plays the first mo\emeiit of Bcethox 
Ill's .Sonata in F Minor— the .\ppas 
^ionata. Various camera angles give 
the mustic student an opportunit\ 
to stud\ Dame Myra Hess' tech 

I N V E N T O R \ 1 


Thcrf'i initiu in Ihf on. in I uiruny irarns 
in the Teaching Film rei'iewed below. 

Rhvthin Is Everwhere— (10 min.) 
Bji-W Soiiiul Apply ior Price, TF, Inc 

Friinarx (.rudes (2-3) ; Music. 
• Oil his Ava\ U) school one day, 
Tommv nueis a cow, a horse, a 
train, and a caterpillai". His responses 
to the individual rhythms of each are 
musically and dramatically portraved 
in a manner that has great appeal, 
and the picture's musical score 
weaves tosjether the various rhvthms 
of the storv. At school. Tommy's 
teacher helps him to translate these 
rhvthinic patterns into music: and 
with the teachers encouragement, the 
children of the class originate their 
()^^n rlnthmic sames. 


French for Beginners— ^l() min.) 
SJO.OO. FFlnc. 

Sr. H.S.: Col.: Mod Lang. 
• This film presents a good picture 
of the life, customs, architecture, and 
scenerv of French Canada toda\. 
The vocabulary is based on words 
of high frequency and well within 
the range of first-year students. The 
sound track is clear, and the rate 
of speed keeps the content easily 
comprehensible throughout. The 
film is highh recommended for cre- 
ating ail i merest in our neighbors 
to the north, and in de\eloping pro- 
nunciation, aural comprehension, 
f)ral facilitv, and vocabiilar\. 

Use Your Film Catalogs 

♦ Onlv the more recent sub- 
jcits ])roduced especially for 
classroom use by companies 
v[)eciali/ing in this field are in- 
( luded in this inventory. Con- 
^ult vour film catalog sources 
lor man\ other subjects avail- 
-ible in each studv area. 

(Also see the Filmstrip Irn 

.\lice in Wonderland — (40 min.) 
.\pply for price. TFC. 
F.iig. J.: Lang. .-Iris I 

• Replaces old partial version. This 
\ersion is the complete Lewis story, 
well told and sequentially accurate, 
of the famous .\lice who t(Kjk a trip 
through the looking glass, ate the 
cake which made her small, and had 
many unusual adventures. 

English Inns— (8 min.) S25.00; rent. 

S2.U(I. Int. F. Bur. 

/r., Sr. H.S., Col.; Civic, Lang., 
Arts, Eng., Hist., Soc. Studies, 

• The history of the inn begins 
with the monastery in the .Middle 
Ages, The film shows how they grew: 
serving as bases for mail coaches, 
galleries for strolling players, until 
today it has become a community 
meeting place. 

Below: The "English Inns" pla\ed an im- 
portant part in the literature of the past. 

■entory pages in this issue) 

mental background make the lilin 
valuable as an exjx-rience proceed- 
ing or summari/intj tlie reading oi 
the novel. 

Kidnapped— (HI min.) AppK for 
price. IFC. 

Jr.. Sr. H.S., Clubs; Eng. 

• This film of Robert Louis .Steven- 
son's story. Kidnapped, represents a 
cut-down version of the Hollvwcxid 
screen play which retains the high 
points of the narrative and >et elimi- 
nates the undesirable highly emo- 
tional scenes. It presents a gotxl 
photographic acquaintance with the 
social setting of the time and jilace 
of which .Stevenson wrote: Scotland 
in the 1 8th Centurv. 

Lady or the Tiger— (10 min.) i'FC^. 
(.\[)plv for |)rice.) 
/)., Sr. H.S., Clubs: Eng. 

• .Against a background of the well- 
read story by Stockton, well re-enact- 
ed episodes from the story show the 
characteristic dress, architecture, and 
general social climate of the time 
about which Stockton wrote. X'ivid 
visual backgrounds supplied through 
this film should further stimulate 
oral and ^vTitten composition b\ 
sliKltnts of English. 

Heidi ^ 1 J min.y -^PP^y f"i' p''ti • 

Prim.. Inlermed.. Jr. H.S., Jr. 

H.S., Jr. Clubs: Lang. Arts. Eng.. 

Soc. Studies. 

• .\ shortened version of the Holl\- 
wood film which stars Jean Hersholt 
and Shirley Temple, at the age of 
eight. A well-cut version which re- 
moves emotionalism to the extent 
that it is very acceptable to the 
upper primary child. Based on the 
novel. 'Heidi. " 

House of the Seven Gables — (40 
min.) TFC. -Apply for price. 
Eng.. J., S.. C: Clubs. J.. A. 

• Fhis film is the Holh^vood ren- 
dition of Hawthorne's novel. .Au- 
thentic costuming and environ- 

A 11 d i t o 1 i u ni Films 

^ Films, Incurporaled ai 330 \V. 
iL'nd St.. Nt-u York C.ilv. offers a 
number of lOiiim full length feauires 
in both black i: white, and I echni 
color available for school rentals, 
these films include outstanding 
Hollywood prtxiuctions that have 
been carefully selected for their edu- 
cational as well as enierlaiiimenl 
\alue. Rental of films varies t>etween 
S1250 and S22j0 per film depending 
upon the school enrollment. Latest 
titles releasetl inclu<le; 
.\nna .-Vnd the King of Siam 20th 
fieiiturv-Fo X— starring Irene Dunne. 
Rex Harrison, and Linda Darnell and 
based upon the recent best-seller. 
Pictures life in Siam a century ago. 
and tells of the trials of an 
woman hired as a tutor to the Royal 
Siamese Court. 

Cluny Brown i20th Centur)-Fox) — 
starring Jennifer Jones as the lady 
plumber heroine of Margery' Sharp's 
novel. Charles Bo\cr also stars. 
Dragonwyck (20ih Centurii-Fox) — a 
drama of the patroon system in up- 
state New \oTk during the early years 
of the last century, with Gene Tier- 
ncv. Walter Huston. \'incenl Price. 

N \ E N T O R V 13 


Problems of Modern Living 


Boundary Lines -( 1 1 iiiiii.) SHI, 00 

SocioL, Col.: U.S. Hiil.. Si. U.S.. 

C: CAuhs J, A. 

• A completely dirterent aniinated 
film technique is used in this ap- 
proach to the problem ol intergroup 
relations. The theme concerns the 
in\isible "boinidary lines" ol color, 
origin, wealth, and poverty, which 
often result in the accumulation ol 
tear and suspicion, and finally in 
war. Verv lorcelul in presentation. 

C:hildren of Tragedy— (22 mill.) Ap- 

pl\ lor price, .S.C.F. 
Sr. H.S., Cut., Jr. H.S., Adult: 
lVi>ihl Hist., Civics, Ctiihs. 

• An etlective story of the tondi- 
tions in Northern Europe after 
World War II. .Special emphasis re- 
veals the devastating pliglit of the 
children of the strickeir areas. The 
struggle to rebuild, the necessity for 
education along democratic ways of 
thinking and acting are told. The 
film suggests that the viewer become 
one of a group to sponsor a neech 
child or school, and to assist in the 
collection of materials, food, etc., to 
be sent to them. 

Children on Trial — ((iO min.) 
•It; 112.50. IFB. 

Col., Sr. H.S.. Adults: So(ii,l. I'. S. 

Hist.. Home Eiou.. Clubs. 

• .\ study ol juvenile delinqiieiic\ 
in England and how the British are 
dealing with this challenging prob- 
lem through appro\ed schools. The 
film consists ol case studies of a 1.5- 
year-old girl and two 14-year-old 
boys— their truancy and how modern 
court procedures are .set ujj to deal 
intelligenth with these proljlems. 

See & Hear Award Film 

• Because of its importance to ilie 
pupils of all our schools (and to 
their parents) as well as lo all 
Americans, the .Army-jiroduced liliii 
Seeds of Destiny is given special men- 
tion. It has already won an .\cademy 
Award and needs no fmther honors. 
Now it needs audiences and those 
audiences need the imderstanding 
it provides. — OHC 

The House I Live In— (10 min.) 
B.&W. Sound. $27.50. VAF. 

Elementary, High School, Collct^e. 

Religious and .Adult droups. 

• This RKO Academv Award film 
stars Frank Sinatra in a jjowerlul 
plea for racial and religious toler- 
ance. Sinatra talks to a group ol 
boys who have thoiighilessh perse- 
cuted a boy of another religious 
group. His appeal to these boys 
makes a telling plea for tolerance. 
Teacher's guide included. 

Nobody's Children— (17 min.) Sound 
B&W $35. for 3 year lease; short 
term rates on request. March ol 
Time. (Forum Edition) . 

Jr., Sr. H.S. Col. Adult: Sociology. 

• This film deals with the dangers 
both to society and to individuals, of 
lax adoption procedures. Portraying 
the evils, and some of the causes, of 
the notorious "black market" in ba- 
bies, this production doctiments the 
more ad\anced adoption procedures. 
Seeds of Destiny— (18 min.) .Sound. 
B.S;W. S-12.00. F\ 

Jr. Sr. H.S., Col., Adult: Social | 
Studies, History. 

• Ihe most striking ol all postwar 
documentaries, and vv inner ot an 
.\cademy .Award, this \i\icl hlni is 
grim and tragic storv ol the hunger 
and destitution that follows war. It 
is today's threat to a world seeking 
]jeace, for these children, if they" 
grow into ujung adults deprived of 
a chance to develop healthv in mind 
and body, could shape the world to 
other ends. Better than ten thousand 
printed words, this film can make 
.Americans ask themselves, "What 
can we do about itr " 

Whoever You Are— (20 min.) Award 
Civics, J: U.S. Hist.. S: Social., C: 
Clubs, A. 

• Fhis film relates the dangers of 
the growing tensions which are hap- 
|)eiiing in many larger city neigh- 
borhoods. The leaders of various 
adult grou])s have cooperated in 
formulating a ])rogram in which it 
is hoped an understanding and re- 
spect amcjng many cultural groups in 
the community can be attained. The 
film is an excellent lesson in the 
])ossibilities ior overcoming discrim- 
ination, intolerance, and in creating 
a mcire complete understanding of 
one groii]) for anollur. 

The deononiies of Living 


Bill Baily And The Four Pillars- 

(17 min.) Sound B&:W, .\])])lv for 
Price, Amer. Bankers Assoc 

Jr.. Sr. High Sch.. Adult (houps: 
Sodal Studies, Economics, .-igri- 

• The storv of the Clarksville. 
Tenn., banker who helped his coun- 
try toward a prosperous agriculture 
and at the same time made business 
for his bank, is well known to manv 
agriculture workers. This film is a 
re-telling of that story with Bill Bailv 
himself, his associates in the bank, 
and his farmer clients, playing their 
real life parts. The picture shows 
how Mr. Baily influenced the farmers 
to turn from a one-crop (tobacco) 
economy to shce|), wheat, cattle, and 
tobacco — the four jjillars of pros- 
ueritv — for income everv .season. 

Make Fruitful the Land (1 

Ciolor, $100.: rent, $3. BIS. 


Intermed., Jr., Sr. H.S., Adult: 
.4i;ri( ., Consen'., Geon., Ceol., .\ut. 
.SV;., Soc. Studies, Sociol. 

• This color film gives a short his- 
loiy of the method and theorv ol 
agriculture which has developed in 
England over the centuries. It le- 
liects the progress in intensive larm- 
ing developed dining liie vv.ii ami 
shows the modern melhods used in 
I his highlv mechani/ed larming svs- 

Millions of Us- (17 min.) SOO.OM 

Sr. H.S.. Col.. Adult. Clubs: So, 
Studies, Econ., U. S. Hisl. 

• AVhile casting arouiul loi u' ini 
plovinent during a depression |)e- 
I iod. a tvpical worker applies loi 
a position as strike breaker. .As 
such, he listens to representatives ol 
organized labor explain the view 
point— the viewpoint of a striker. 
While the purpose of the film is 


[illions of Us: continued 
Hinitelv ID i)i<)ni()te union oigani- 
aion. it is a viewpoint \diitli 
lould 1)1- known hv students ol itie 
ibjeft. and is ust In! as sueh. 
daring Etonomic Risks — reel) 
.<.K SAx. Color S75 Coronet 

/i Sr HS: Civics. Coinmnridl. 

Clarilies the risk tontept. and 
iuoush tin- siorx of Bill's stolen 
ike. develojis a sound understand 
nsT of insurance terms, tvjKs. and 

rhe Storv of Money- (Hi niin.) 
,ound. K&W. >S7..->0: rental, S2,00 
,er dav. IFB. 

lutcrmid.. Jr. High Sdiool: Snanl 

Sliidics. Einnomus. 
» ii, iliis iilni the evolution nl 
noikrn curreiuv, from barter lo 
)ankin>-. is iullv explained in detail, 
uid in its simplest possible terms. 
Ihis difficult subject is treated with 
lemarkable daritv. 
What Is Money? -(1 leel) B.&W. 
ii,")-. Color. .S73 C:or<)net 

/) .S) HS: Ctnnmenial. Sac. 
Studies, Sociol. 

• Folhms the daih travel ol ll^e•- 
doUar bill, and in showing the evo- 
lution of present monetarv stand- 
ards from jirimiiive barter. explain> 
what money is, and win and how u 
meets an economx's needs. 

T/icsc dii\s. (I lot of us need lo set 

■]\ lull 

Is Molu 

Coronet film. 

tractor, a buildinj; c(munis<ioner. a 
supplier of building materials, and 
a iniion head discuss some of their 
problems with two plain citi/cns. 
I'he film then describes how and 
why prefabrication, large-scale build- 
ini;, lau hel]) solve the problem of 
building more houses at lower costs. 
Chile: C:opi>er Industry- ( lt» min.) 
H.l-.E. .S50.U0. 

Iiilniiifd.. Jr.. St. H.S.. Adult. 
Clubs: Soc. Studies, Geo",. 
• Excellent animaticm and direct 
photograpln explain the process of 
extracting metallic copper from the 
\asl open-pit deposits ol the .\ta- 
(ama Desert. Leisural pace, luie or- 
■;ani/ation. and e\(elliiu photog 
rapln with animation where neces- 
s.irv make this an outstanding 
cxplanali(m of the jiroiess. Recom 
mendeil for use with the lilms Chile: 
People of the Country Estates, Ata- 
iinna Desert. Chile: The Atides, 
Chile: The South Country. 
Fur Trade- (HI mill.) R.&W. Sound. 
.S2.").00. \.\¥. 

Intermed. Crudes. Jr.. Sr. High 
Seliool: Cen. Sci.. Social Studies. 
• Ihis film describes the manner 
ill which fur-bearing animals are 
hunted and trapped in Canada, the 
imixniant steps in the ijrocessing ol 
pelts before they arc made into lur 
garments, and the recent de\elop 
mcnts in the scientific breeding ol 
lur animals. 

This (ilm was produced bv the 
National film lioard of C;anada and 
is exclnsivelv distributed in the 
Inited Slates and its possessions bv 
\ouno America Films. Inc. 

shoes in modern factories, showing 
leather selection and cutting, mak- 
ing linings, sewing linings and up- 
pers, sizing, shaping, attaching in- 
sole, cementing outsole, stitching to 
well, attaching heels, trimming, cdg- 
ii!" ;nul linlsliini; work. 


I also see Filmslrif) Inventory) 

Building .\merica's Houses - (H' 

,,,111.) .S4.3.O0; EBF. 

S). H.S.: Col.. Clubs. Adult: E<ou.. 

Home Econ.. U.S. Hist.. Ind. Arts. 

• The lilm shows the construction 

I ol a house, why constnu tion costs 

are so high, and examines ways in 

I which these costs can be reduced. 

.\round a luncheon table a con- 

leeltnitul uuiniaUon cell trum the neie 
hllF lilni exposition on "Petroleum." 

Petroleum- (HI min.) .S45.00 EBF. 

Intermed, Jr, Sr HS, Col: Soc. 
Studies, Ceog, Chem, Econ. 
• The film shows how ])etroleiiin is 
imporiaiu to indiisirv and (DUimerce. 
It lontinues through leisural pliotog- 
raphv and excellent narration to 
describe through animation how oil 
is located beneath the earth, how 
an oil well is drilled, how the well 
is completed and the oil extracted 
Irom the earth. Three types of refin- 
ing; Iradional distillation, cracking, 
and polvmeri/ation are described. 
Excelleni in that it combines the 
lactual phases of the petroleum in 
diistrv with its social implications. 
Plastics- (1.') min.) B.R-AV. .Sound 
.S50. VAF. 

Jr. & Sr. High School; Gen. 
Science. Chem. 

• This film describes the important 
war uses of jjlastics and emphasizes 
I heir future in peacetime industry. 
Describes the development of cellu 
loid. which was the Inst ])lasti(. then 
the newer Incite and nylon com- 
pounds. The steps in the manufac- 
lurc of i^lastics and the growth ol 
ihe plastics industry are illustrated. 

Slioe manufaclure in tlits Making .S>i«<i • 

Making Shoes -(H) min.) S15.00: 


Intermed. Jr, Sr HS: Soc. Studes. 


• The lilm gives a complete, step- 

bv-step picture of manufacturing 


♦ No attemiit has been made by 
the Editors of this Inventory lo eval- 
uate subjects listed. This will be 
(lone on selected materials issue by 
issue during the school year. 

Meanwhile we refer you to the 
evaluations being prepared by the 
Educational Film I.ibrarv .\ssn. 

I N \ E N T O R V 15 


fc M_w .MM-^^^, 







16 mm Projector 

lOMPARE the simplicity of operation 
and brilliant performance of this 
new RCA "400" with any other pro- 
jector — then prove by your own tests 
and with your own hlms the superior 
(pialities which have made RCA the 

This projector has been designed to give vmi 
all up-to-the-minute improvements — new scuff- 
resistant cases, finger-tip tilting mechanism, self- 
seating sprocket shoes which save your film, and 
a host of other exclusive features — and of course, 
the superb sound and brilliant pictures you ex- 
pect from any RCA projector . . . ami need in 
today's classrooms. 

• Lis^hter Weight: 

By simplifying design and using lighter weight, 
high-strength materials, you have a compact 
jirojector which is readily carried from room to 
room bv teacher or student. 

• Simplified Operation: 

All controls are centrally located and plainly 
marked on the operating side of the projector; 
you rewind by simply flipping a switch — no belts 
or reels to change. 

• Easy to Thread : 

Exclusive new "cushion action" sprocket shoes 
permit film to be literally slipped into proper 
position — film threading path embossed on the 

• Sound and Silent: 

Change from sound to silent operation by merely 
turning a knob — automatic speed regulator in- 
sures you ot the finest performance at sound or 
silent speeds. 

• Brighter Pictures: 

Straight-line optical system gives brilliant illumi- 
nation and sharper pictures from either color or 
black-and-white films. 

SEE IT... HEAR \lL...Your nearest RCA Educational Dealer (listed below) 

will gladly arrange a demonstration 

Stevens Pictures, Inc. 
526 Twentieth Street, N. 

231 N. First Street 


Los Angeles 

Screen Adetle Equipment Corp. 

1709 W. Eighth Street 

Son Diego 

Austin Safe and Desk Co. 

I 320 Fifth Avenue 

San Francisco 

Screen Adette Equipment Corp. 
68 Post Street 

East f^ortford 

Radio and Appliance 

Distributors, Inc. 
673 Connecticut Boulevord 


American Amplifier and 

Television Corp. 
I I I I Nineteenth St., N. W. 

Orben Pictures, Inc. 
I I 37 Miramar Ave. 


Stovans PIcturtt, Inc. 

9536 N. G. Socond Avenue 


Stevens Pictures, Inc. 
101 Wollon, N. W. 


RCA Victor Distributing Corp. 
445 N. Loke Shore Drive 


Klous Radio and Electric Co. 

707 Main Street 



Modern Audio Visuol Div. of 
Allied, Inc. 

3810 E. Sixteenth Street 

Des Moines 

General Pictures Productions 

621 Sixth Avenue 


Sorden Music Company 

I 18 E. Washington Street 


Office Equipment Company 
I 28 West Short Street 


Office Equipment Company 

I 17-125 South 4lh Avenue 


RCA Victor Distributing Corp. 
1930 E. Jefferson Avenue 

St. Paul 

SI. Paul Book & Stationery Co. 
55-59 E. Sixth Street 


Herschel Smith Co. 
I 19 Roach Street 

Konsos City 

RCA Victor Distributing Corp. 
1422-24 Grand Avenue 

St. Louis 

Interstate Supply Co. 
26 So. Tenth Street 

Camp Beil Films 


Stephenson School Supply Co. 
935 "O" Street 


BGcon and Vincent Company 
I Ellicott Street 

New York City 
Comprehensive Service Co. 
245 West 55th Street 

Rodio Electronics Company 
137 N. Moln Street 


Doveou Music Company 
613 FIril Avenue, N. 



Manse Film library 

2514 Clifton Avenue 


Visual Communicolions, Inc. 
308 Film Exchange BIdg. 
2108 Payne Avenue 


Kirkpotrick, Inc. 

1634 S. Boston Avenue 


Harper-Meggee, Inc. 
1506 N. W. Irving Street 

Screen Adette Equipment Corp. 
61 I N. Tillomook 


Garrett-Buchonon Company 
I 2 to 26 S. 6th Street 


Hamburg Brothers 
305 Penn Avenue 


United Camero ExchongG 
607 Westminster Street 


Polmetto Pictures, Inc. 
19091/3 Moln Street 


Sioux Falls 

Midwest-Beach Company 
222 S. Phillips Avenue 

Tennessee Visuol 

Educolion Service 
Journol BIdg., P. O. Box 361 

Tennessee Visuol 

Education Service 
722 Commerce Street 


Audio Video Inst'luto 
1501 Young Street 
Salt Lake City 
Western Sound & Equipmcr.'Co. 
142 E. First Slroel, Sooth 


Capitol Film & Radio Company 
19 West Main Street 


Harper-Meggee, Inc. 
960 Republican SIreel 


Harper. Meggee, Inc. 
N. 734 Division Street 


West Virginio Seating Co. 
837.839 Second Avenue 

Eau Claire 
Eou Cloire Book and 

Stotionery Co. 
320 S. Barstow Street 

Or write to Educational Department, Radio Corporation of America, Camden, New Jersey. 







Redwood Saga— (10 niin.) S-M. 
Soc. St., I, J: GcoiT.. Clubs. J. A 

• A leisural ilcscii]jli()n ol logging 
out tlic giant redwoods ol ( alilornia. 
.Scc|utnce.s show lopping ihi' tree, 
axe work, and mechanical sawing 
in\ol\(cl in Idling a redwood 20 
IcLt in (lianiclcr and .S'lO Icct high. 
ConnnciU is made on ihc- tcrniilc- 
l)rool, rot-resistant (piaiiiics oi the 
iunil)er which comes Ironi this big- 
gest ol the Avorid's living things- 
giant redwoods. 

Steel-(34 min.) Cioloi, .^200, Rent, 
$(3 BIS 

/)■. Sr HS, Col. All nil: Clicn. Cm. 
S(i. hid. .-irts. Physirs 

• I his (oloi lilm describes the steel 
indnstrx in Britain and the processes 
used from the time when the iron 
ore is dug out ol the ground Linlil 
the finished |)rodiul lea\es the plant. 
The lilm sliows the processing of 

small precision iiistriunents as well 
as that of huge keels for ocean-going 

The Story of Oil- ( 1 7 min.) B.S.W. 
•Sonnd. .S40.()0. \.\V. 

Inlermed.. /)., Si. Hii^li Siluial. 

Ci'ii. S( I., (ieology. Social Sliidici. 

• The story of oil in Oanada. this 
lihii shows ho\v a new oil held is 
located b\' means ol a siesmograjjh. 
how the well is diilled. how ihe 
crude' oil is sU)red as it ( omes Irom 
ihe well, its traus|)oriaiion to the 
refinery, and concludes wiih a briel 
discussion of ihe refining |)ro(ess. 
All processes shown :ue a])plicable 
lo ihe oil indusirx' in the United 
Si ales. 

This him ^vas |jrochicecl b\ ih< 
Xaiional Film Board of Canada and 
is cxclusi\ely distribtiled in ihc 
United States and its jjossessions b\ 
^()ung .America Films. Inc. 
Tin From the Malayan Jungle — 
(10 min.) Sound. B.&W. ,S1,").()0. 

FAcmenlavy (iiadfs: (',e()i^V(ij)h\\ 

Social Studies. 

• This film clearh and simply ex- 
jilains the mining and refining ol 
lin in Malava. the world's piincipal 
source of this imjjortant metal. 'Ihc 
two main mining methods, open 
cast and dredge mining, are ex- 
plained in detail and emphasis is 
placed on the fact ihai muth ol ihc 
machinery conies liom olliei narls 

of the world, i his pidure demon 
strates the interdependence ol ihe 
peoples ol the \vorld ilnounh llie 
exchange ol goods— iluoiii^h woikiui; 
and planning togelher lo aihicxc 
a connnon goal. 

Trees That Reach the Sky (S min.) 
Sound. B.&VV. S2.").II0: M..")(l 
per day. IFB. 

Elementary Silmols: Soi i<d Stud- 
ies, Geograjjiiy. 

• This film ojiens \villi \ie\\s ol 
Pacific Coast loiesis and doses wiili 
airplanes made in pari liom Silka 
spruce trees. The whole logging 
piocess from the lelliiii; ol trees lo 
ihe mill where Imnber and plxwood 
products are made is shown. 

This fdm was produced h\ tlic 
Xaiional film Board of Caimda and 
is rxclusii'ely distributed ni llic 
United States b\ ihc I nici iialioual 
iilui Bureau. 


Canada: World Trader— (12 min.) 
.Sound. B.&W. S25; rental. S !..")() per 
day, IFB. 

Inlermed., Jr., Sr. High S(hool: 
Social Studies, Geography, Com- 

• Fhis production re\iews ihe (hiel 
rescjiuxes and products of C Canada, 
a naiion which dejiends upon e\- 
|)orts lor 'M':>"^, ol its income. Sc ien- 
lilic as ;\ell as industrial ca])a(il\ 
are siressed and Canadian contribti- 
lions to other parts of the ^\■orld are 

Produced by the Xatio)uil i'iliu 
Hoard of Canada, this film is cx- 
(lusively distributed in Ihc I'nilc/I 
Stalls b\ till' I nlcrnaliou'il /'ihu 

Communications And Our Town- 

Soinid B&W Apply for price, TF, Inc. 
Elementary Grades (3-5) ; Social 

* Ihe objective of this film is lo 
introduce the subject ol coinmuni 
cations by showing the \aricius types, 
iheir imjjortance to "our town", and 
how connnunications link one coin- 
munitv lo anolher. This is acconi- 
plislucl through a storv-line lold lo 
ll-\eai-old Pelel, and Ins liiend, 1)\ 
a telephone repaii man. I \ pes ol 
(onnnunications considered include 
e\er\ thing Irom i lunch bells and 
alarm clocks, lo uewspapeis. lele- 
\ ision and motion jiic lures. 
Harbor Highlights — (10 min.) 
Sound. Color onh, SJ,'). 00. Bradlev . 

Inlermed. Grades. Jr. High: 
Trade. Transportation . Commerce. 

• .\ film sludy of ihe acli\ilies ihai 
lake jjlace in a l\|ii(.il poi l— <omin<.; 
and going of Ireighters, tugboats, 
unloading cargo, etc. .\ good Intro 
iliuiion to the subject ol ocean 
li.ide and lrans])orl. 

Our Shrinking World— (II min.) 
B.fcW. .Sound. S30.00. \\V. 

Inlermediale. Jr. and Si. High 

Sihool: Soi ml Studies. 

• This film brielly highlighis llu 
liistorx of transpoi lalion and com 
municalion, and lells how iluse 
achiexements have broughl peo|)le 
logethcr in our shrinking world. 'Flu- 
concluding sequence stresses ihe 
lad ihat these great iincnlions ha\e 
made it necessaiv lor .ill |)eoples lo 
liaiii lo li\e togelhei' peacefulh. 
1 eadier's guide included. 


♦ Hundreds of excellenl leaching 
lilnis exist in ihis im|)<)itanl sliuh 
area. Subjects listed here are onh 
a lew of the more recent additions 
lo ihese rcsomxes. 

.\s always, the teacher is direded 
lo the catalogs ol local, couniv and 
state film libraries boili lommercial 
and educational) lor lurihei refer 
cnces. Some excellenl materials ma\ 
also be obtained from business spon- 
sor sources and their distributors. 
Among these, pictures like The Gift 
of Green and .-tppleliind merit spe 
(ial mention. They are disiribuied 
l>\ .Modern Talking I'ictine Service. 
Canadian Wheat Story— (6 min.) 
i;.,>;^^W. Sound. S20.()0.' YAF. 

luhimed. Grades, Jr., Sr. High 



Canadian Wheat Story: Continued 

School: Soiiiil Slndies. Home i.Ki- 

liniilli V. 

• 1 his dim |)UsciiiN ilic simv ol 
t ;in;uli.iii \\ lual lioni its "idwiIi 
and lull AiNliiis; on ihc lai ni to tlic 
millini; ol llic lloui' and ihc baking 
111 bitad. All proctduics and slips 
111 llif him an- I'ljualh appliialilr lo 
I Ik- United Siaus. 

This liim was prodncfd l)\ ilu 
Xalional Film i5oard of (Canada and 
is cxclnsix fl\ disli ibnuil in llic 
I iiit(d Siaus and its possessions 1)\ 
^()lnn; Ainiiiia Films. Inc. 
C:aitle Clountiy - (10 niin.) U.,<:\\ . 
Sound. ,Sli:).00. \AF. 

lulcmicd. Ciiidfs. jr.. Sr. U'h^li 
Sdiool; So( ill! Studifs. 

• lliis Idm tlcals with modnii 
laiik- rantliing in Western Canada 
l)nl is a|)piicabie to the (alilc iiidiis 
li\ in llu' I'niled States, il shows 
mrtlidds 1)1 |)i()lerting cattle dniini; 
llu- wiiuci. llu- annual spring niigra- 
lion lo Iresh grazing lands, and the 
la 1 1 ronnd-iip when cattle are seleci- 
ed lor market. 

7^/)/.$ /(/;;( icas firoduced b\ llic 
Xalional Film Board of Canada and 
is ('X( lusijielx distributed in llir 
United States and its Ijossessions by 
YoiDii^ America Films. Inc. 
Coffee— (1.") min.) Sonnd. C:olor. A|) 
pl\ lor I'riie. Mission. 

fn termed.. Jr HS; Geography. So- 

(ial Studies. Commerce. 

• This film describes the plantaiion 
to table story of coffee, h sho\vs 
the complete process from the gnnv- 
ing of the beans in the lush planta- 
tions on the foothills of Giiatema- 
lian .Mountains to the roasting, 
blending and grinding of the beans 
in mills in the I'nited .States. 
Dates- (t) min.) .S30. H.E. 

Intermed.. Jr.. Sr. H.S.. .Idull. 
Clubs: Soc. Studies. Geog., Home 
Fa on. 

• The stor\ ol date growint; in 
Soiiihern (lalilornia. A (onipkie 
tlescription of artificial cross-])()llina- 
lion. the care taken in protecting 
dates from natural enemies nniil 
the time that they reach mainiit\. 
packaging and distribution of dates. 
()nl\ achcrtising is a brief mention 
ol the Desert Gold Cooperati\i' 
which pioduces the dates. Ciood 
photogia])h\ : leisinal explanation. 

Date Cadlure in the I'nited Slates 

— (II min.) Sound; color onl\. 

STJ.OU, Hoeller. 

Flementary, Jr.. Sr. High School. 
College. .Idult: Social Studies. F.( o- 
nomics, Geografihy, .4griculture. 

• A leaching fdm based on data 
sn|)plied bv .Mr. Roy W. .\ixoii, 
Assoc. Hortictiltnralist. I'. S. Depi. 
ol .\griculture. Iliis hlni gives a 
liisioric backgionnd ol date growing 
in the old world, and charts to 
tompare the climatic conditions of 
iliese old world date growing cen 
leis to those ol the Coachella \'alle\. 
(alii..— center of the date indusin 
ill the r. S. Fhe entire cvclc ol date 

I Ilium-, Iroiii i.iw land to jjackagcd 
prodiui, is shown. 
Lifeblood Ol The Land (IM min.) 
Sound. C;olor, S98.00. Castle. 

/(.. .Sr. High School. College. 

Adult: .Agriculture. Conservation. 

• In I his ])i( lure the camera follows 
I loiids Iroin the sea to mountains. 
lo rainfall and snow, and finalh lo 
storage in ilu- soil and in reservoirs 
built by man. Irrigated crops, pro- 
clucti\e range, water and forests for 
recreation, and ri\ers for fish and 
commerce, all ha\e their place in 
this film. I he disasters of o\er-(iil- 
ting. ()\ er-gia/ing. and erosion are 
shown, and an appeal is made for the 
conservation ol waur. ihe lifeblood 
ol the land. 

This film -was produced by the 
Forest Sendee of the United States 
Defmrlmenl of .Agriculture, and 
offered for sole by Castle Films, /ik . 
For rental jnints, apfily to the nearest 
regional office of the U.S. Dept. of Ag. 

Tea From Nyasaland — (10 min.) 
B&W Sound. S30. YAF. 

Intermediate Grades, Jr. ik Sr. 
High School: Social Studies. Home 

• This British made lilm is a com 
pleie stor\ of the grovvth. ciiliixa- 
lion, and pre]jai'aii()n of tea. Planta- 
tion scenes, phoiogiaphed in X\asa 
1. 111(1. near llu- F.asi .\lrican Coasi, 
show how llu- ])lant is grown and 
c iilti\ ated: how the lea lea\es are 
picked, fermented, dried, cut, and 
packed for bulk shipment. London 
scenes show how bulk tea is received, 
sampled, blended, and packed for 
I he consumer. 

Trappers of The Sea— (10 min.) 
C;(jlor X.F.H. of C. 
Soc. St.. I. J: Geog., S 

• llu ioo|)<-i.iti\c lobster fishing 
adixities ol l.aii\s River, Nova 
Scotia, is shown through excellent 
color photography and good sound. 

Fhe \illage en\ iroiuiieni. the pre- 
paration of buoys, traps, and trap 
lines are shown leisurely and with 
great understanding. The actual 
setting of the tia|)s. hauling, taking 
ol llu- lobsters, and return to the 
cainieiy are explained inuiestingK 
and iompiehensi\el\. 

Tuna Packing- (II min.) Sound. 

Color only. S7.").0O. Hoeller. 

Flementary . Jr., Sr. High School, 
College, Adull: Economics, Social 

* \ companion film to 'Funa Fish- 
ing shoxving in dc-iail ihe entire 
luiia packing process whiih is a 
ni.ijoi industry in Southern C^ali 
loinia. Opening scenes show the un- 
loading of tons of fro/en tuna from 
a returned clipper, and the- cameia 
llun follows llu- lisli ihiouuli ilu- 
\arioiis depaiimenis ol the- cannei\, 
recoiding[Js of the process in- 
( hiding cooking, grading, sterilizing, 
and final packing for the markets. 

Tuna Fishing— (II min.) Sound. 
C;olor only, S7.').0(). Hoeller. 

Flementary. Jr.. Sr. High School. 

College, .idull: Economics. Sodal 

" \ u-aching film b.isc-d on elaia 
siipplie-el l)\ liu (ialilornia Slale 
liniean ol .Marine Fisheries. Ihe 
lilni gives aeeinale iidormation con- 
cerning the catching of tuna out ol 
the ports of San Pedro and San 
Diego. Scenes were filmed in South- 
ern (;alif.. El Salvador, and the 
(;ala])agos Islands. Close-up water- 
color shots of various members of 
the tuna family serve as an introduc- 
I ion. 

\V heat: The Staff of Life- (33 min.) 
Sound. Color oiilv. .'i Reels. Applv 
lor price. .S.M. 

Intermed., Jr.. Sr. High School. 
College: Geography. Science, His- 
tory. Agriculture, Botany, Home nom ics, Eco n o m ics. 

• This film, in 3 reels, presents a 
eompleie nu)tion picture story on 
wheal. Reel 1 presents a demonstra- 
tion of the growing of wheat— prep- 
aration in plowing and discing. 
])laniing and growing, reaping and 
threshing, and delivery to local 

I N \' E N T O R Y 1 





Wheat: the Staff of Life: cont'd. 

grain elevators. This reel also iii- 
(lutles some unusual niitroijlioio 
se(|uences sho-.ving germination ol 
wheat. Reel 2 loUows the wiieal 
through one of the world's largest 
iiiills— laborator\ tests are detailed. 

as are the processes of cleaning, tem- 
pering, milling, grading, and pack- 
aging of wheat. Reel '5 details all 
ihe interesting processes for bread, 
(akes, cookies, etc.: the making of 
macaroni and spaghetti: and the 
use of wheat as a food for domestic 
anil farm animals. 


• I'roduceii under the supcr\ision 
111 Dr. G. E. Williamson and Milton 
1.. fhihn, both ol the Univ. of 
Miiui.. ihi> dim deals more specifi- 
i.ilh wiili ihc (leiicai aptitude gen- 
cndh co\ered in Aptitudes and Oc- 
t ujmliotis. It includes the dis( iission 
ol a business career with a f;iciih\ 
(ounselor; a \isit to a large office; 
anil the co-oj)crati\e jilanning of a 
program of studies. 

Lil3rarian-(1() min.) .550.00. X'fi. 
Sr. H.S., Col.: Cuuhnuc. 'I'l-iii h- 
ing, Psycli.. Enn. 

• The film emphasi/es noi onh ilie 
I online work of the librarian biu 
ihe relationship of ihe lilirarian lo 
ihe people of the loninuuiiiv . llic 
general classiliiations into whicli 
librarians are di\idetl are shown: 
( ;ualoger, reference and cin niaiioii 
librarians. Emphasis is made on iln 
speciali/ed training which librarians 
going into small or large cominiiiiiix 
libraries nuist have. .A \ery tompn 
hensive account. 

Printing— (10 min.) S50. VCi. 
Sr HS. Col: (•uidautr. hid. .irts 

• The role of the printing medium 
in toda\'s social life is well ex- 
plained. .Speiific photography shows 
jolj requirements of compositors, 
pressmen, bindery and layout men. 
linoty[je and monotxpe seiteis, and 
newspaper o|)er;uions is ini lulled. 
Preliminary training is well nni lined 
in the film, and op[)ortunii iis and 
responsibilities ;ire well ])iesenteil. 

Secretary's Day— (10 min.) SI."). 
likW; Color, $75. Coronet. 

Jr, Sr HS. Col, Adult: Commercial, 
Guidance, Clubs 

° The daily auixiiies of a secretary 
are compared with those of a stenog- 
rapher to show ihe added res]3on- 
sibilitics and duties: haniUing call- 
ers, appointments, telephone calls. 
lUing and manv other iletails of 
office procedine. 

A scene from "liouhkecpiuii and Yuu" 

Bookkeeping and You — (10 min.) 
B..^\\ . ,S 15.00; Color, .575.00 Coronet. 
/).. .S')-. H.S.: Commercial. 

• i'hotographed in the familiar set 
ling ol a grocer) stoic, the lilni shows 
the necessity for the systematic re- 
cording of cash income and outgo. 
On the basis of simple siiu;itions the 
entries of income and outgo oper;i 
tions are shown as they are recorded • 
in iippropriate journals. The em- 
ph;isis is on the impoitance of book- 
keeping in sim]jle as well as more 
(omplex business situations. Useliil 
in moti\aiing study at the beginning 
of bookkeeping work. 
Fire and Police Service— (10 min.) 
.'>,50.00. \'G. 

/)■., .Sr. H.S.. Col.: (Uiidance, Civ- 
ics, Clubs. 

• The rigid pliNsical and ment:il 
civil service examinations which 
usually must be passed before fire- 
men and policemen can qualify for 
service are described. Specific pho- 
tography shows the training jjcrioil 
and typical on-the-job responsibili- 
ties wliich the fireman anti police- 
man are likely to meet. While many 
responsibilities and classifications of 
work are shown, the less glamorous 
routine tasks are also induiieil. I'.m- 
|)hasis is 1)11 tr;iiiiing and Mi\i<c ic- 

I \V'ant To Be a Secretary — (15 
mill.) Sound; B.RrW. S()7.5(): Color 

s. 110.00. c:iE. 

.S'r. High School, College, Adult: 
Teacher training. (iuidaiK e. 


Engineering Drawing Series — (Mc 

Giaw-Hill) Series Content: 7 sound 
films, (10-20 min. each) and 6 si- 
lent filmstrips averaging 40 frames 
each. .\ppl\ for price. McGraw-Hill 
Hook Co., Inc., Textfilm Dept. 
College, Technical Institutes, 
Trade Schools: Engi/ieering Draw- 

• .\nother in the McGraw-Hill ser 
ies of co-ordinated films, filmstrips, 
iuitl textbooks. They are designed 
primarily for correlation with select- 
ed chapters horn French's Engineer- 
ins Drawing. Bv animation and 
photography material is given which 
is im])ossible to include within the 
[jhysical limitations of the text 
book. F'ilmstrips (except the last) 
test knowledge acquired from the 
films. The last filmstrijj is used to 
tover additional material not treated 
ill the accompan\ing film. Titles ol 
films (and filmstrips) include: 

t( (4ntlitig to Plan: Introduction to Eni^i 

nccrini^ Drawing {no ilrij)) 
Ol llw!>.rapliic Projection 
.4iixiliary Views: Single Auxiliaries 
.luxiliary Vietes: Double Auxiliaries 
Sectio7ts and Conventions 
The Drau'ings and the Sliop 
Selection of Dimensions 

Scene from the "Engineei ing DtawingSeries" 

New Industrial Films 

♦ Guidance oir the future job can 
be ]3ro\ ided through the means of 
industry sponsored film materials. 
In this area industrx h;is prepared 
many general sur\e) films showing 
industries ranging through automo- 
biles, oil. rubbs, paper, steel, etc. 
liefori' using such films the class- 
room teacher is cautioned to preview 
carefully and to utilize only such 
materials as will ha\e educational 
merit. One further general rule is 
to prepare the class before showing. 

I N V F. \ T O R ^ 18 


The Problems of Deiuoeraer 



General Election- (20 min.) $37.50: 

rent, $2.00. BIS. 

fr., Sr. H.S., Col., Adult; Civics, 
Clubs, Guidance, Hist., Soc. Stud- 
ies, Social. 

• ParliamentarT. elections in Brit- 
ain. Shows nominations, campaign 
strate?\ and methods o£ secret vot- 
in?. Hi^hli^hts various sections of 
the public being coaxed and cajoled 
into voting for the right man. This 
is a film of the democratic process 
in action. 

How a Bill Becomes a Law— (15 
min.) $60.00. Pictorial. 

Jr., Sr. H.S.: .idult; Civics, U. S. 

Hist.. Clubs. 

• Through generous use of anima- 
tion interspersed with casual pho- 
lographv, the procedure of the en- 
actment of federal legislation is 

Parliamentarv Procedures in Action 
— (12 min.) bound. B.ScW. onlv. 
$54.00. GIF. 

Intermed.. Jr.. Sr. High School: 


• This him presents the various 
steps to be taken in properlv con- 
ducting a meeting— the call to order, 
reading of the minutes, reports of 
committees, unfinished business, or- 
ders of the dav, new business, and 
adjournment, as well as other in- 
cidental activities. Super\ised bv 
Harold Grabill. L'niversitv School. 
Indiana University. 

"Political Parties" shows us how political 
organization operate 

Political Parties- (1 reel) BkW $45; 
Color, $75. Coronet. 

hiterm, Jr, Sr HS, .idult: Civics, 
Soc. Studies, Social. 

• Depicts the establishment of the 
machinery which presents a choice 
to the voter. Though without legal 
basis, the political party is shown 
lo be fundamental to any true dem- 
ocracy, and dependent upon the 
individual citizen's approval by en- 
acting an interesting local issue 
which portrays party activities. 

Public Opinion-(10 min.) $45. EBF. 
Jr., Sr. H.S.. Col., .Adult; Civics, 
U. S. Hist., Social., Clubs. 

• The film distinguishes between 
I he public, the crowd, and the 
"mob." Using a hypiothetical situa- 
tion of a community and the ques- 
tion of its water supply, illustrations 
are given showing how tensions are 
created and built up to a climax, 
how the need for diagnosis of the 
tension, how debate information and 
socially desirable action can be tak- 
en, complete the analysis of public 
opinion. The influence of environ- 
ment and the predispositions in 
terms of the thinking people do 
make this a valuable experience. 


The F.B.I.- (17 min.) Sound. B.kW. 
$35.00 for 3 year lease, short term 
rates on request. March of Time 
(Forum Edition; . 
Intermed., Jr., Sr. H.S., Col., 

.\n Interesting Basic Film 

Citv Fire Fighters- (1 reel) B&W . 
S 45.00: Color $75.00. Coronet 
Intrrm., Civics, Clubs. 

• Shows the elementary student the 
iiii{X)rtance of organized fire-fighting 
acti\itics to a cit\'s life. The film 
pictures the fire-fighter's equipment 
at the station and in action and 
suesses the necessity of and basic 
1 ules for fire prevention. 

"Public Opinion" explains how this im- 
portant force -uorh . 

.-idult; Civics, Sue. Stud., Science. 

• This film tells the story of the 
Federal Bureau of Investigation and 
shows how law enforcement has be- 
come an exacting science. Sequences 
include the 24-hours-a-day vigilance 
of this \ast organization, the crime 
detection methods and techniques of 
the F.B.I. laboratories, and the rig- 
orous training an agent must under- 
go at the Quantico. \'irginia. Acad- 
emy. An authentic case, re-construct- 
ed from F.B.I, files, is presented 
which shows the methods of German 
agents in the U.S. during the war 
and the striking effectiveness of the 
F.B.I.'s counter-espionage. 

How We Elect Our Representatives 
-(10 min.) 545.00. Coronet. 

Jr., St., H.S.. Adult: Cwics, U. S. 

Hist., Clubs. 

• This film presents the election 
system, registration, primarv elec- 
tion, electioneering practices, and 
voting procedures. Emphasis is on 
the responsibilitv to vote intelli- 
genth. (See pictiues next page) . 
Mailman- (10 min.) S45. EBF. 

Prim., Intermed.; Soc. Studies, 
Lang. .-Irts. Reading Readiness. 

• This film shows the duties of the 
mailman, suburban and riu'al, from 

'•nf from the film "yfailman". 

I N \ E N T O R V 19 



'How We Elect Our Representatives" 

I siciits from the Coronet classroom motion pic- 
ture illustrate a subject most important to all of iis. 

Mailman: c<>i)liiuit'<l 

ilic lime thai he picks ti|) his mail, 
sorts ii. places pari ol ii in ilu nla\ 
hag which is dclivcud 1)\ litick lo 
a mid-])()inl in his ionic, until he 
slails (1111 i(j (Iclisci mail. .Shows 
similar Inn iiion- iiultisi\e diilies of 
the rural carrier— lakini:; moiuv or 
tiers, selling sianips, taking |)ar(el 
post and mail — all shown tinder- 
siaiidahh and al a leisiirch jjace. 
.\n ideal (om])lenKin lo the lilm. 
Letter to ('•rtnidtnotlicr. which sircss- 
es iniercomnnniitv mail ser\ice. 
Meet Your Federal Go>ernmeiit 
(15 niin.) B.MV. .Scniiul. .R^.OO. 

I), (ind Sy. High Silioiil: Cii<i(s. 

Six idl SI iidics. 
• Under the supervision ol Dr. 
S. P. iMcCaitcheon, New York L'ni\.. 
this film presents its story ol ilu 
federal governmetn through the 
eyes of Bill Miller, a high school 
senior who \isiis his nude, (Congress- 
man Miller, in Washington, D. C. 
.\ visit H) the points symbolizing 
each t)f ihe three main hranches— 
ihe Capitol, the While House, the 
Supreme Com i Iliiilding— gi\es Kill 
and his nnde this oppormniiv to 
discuss the jnirposes and liinclions 
of each branch as well as the system 
of C:hecks and Ralances. The film 
ends on an ins])iiali()nal note which 
stresses the responsibility each citi- 
zen has lo carry fcjrward onr dcino- 
(laiit heritage. 'Icacher's guide. 

^Capitol Supreme Court 

While House 


(Also see The World ]Ve Live In k People of the World) 

.... iii.;^!; 


The People's Charter— (17 min.) 
Sound. BR:\\'. .S.i7. .■)().. F. \. 

hiltrtnrd.. jr.. Sr. High Sihoal. 

College, Adult: Six ml Studies. 


* This is a film made enlireh ol 
ainhentic docnmeniarx material 
which shows how, in the midst of 
war. the idea of the United Nations 
was born. It goes on to show the 
organization of the United Nations 
at .San Francisco. The film reaches 
its climax at the first meeling of the 
United Nations .Xsseinbly in London 
with actual statements made by the 
\arious UNO leaders at that meet- 
ing. This production stresses through- 
ont the relationship of the UNO to 
the peoples of the world. It shows 
the part they played in shaping the 
organi/atic)!! and jjoints out clcarh' 
ihe ]5arl the people of e\er\ conntrv 
iiiiisi play to make sure ihai its great 
purpose of world peace and sectiriiv 
is achiexcd. 

This film was prnduicd by the 
DeJMrtmenl of Public hifornialioii 
iif the United Nations Organization, 
inid is exchtsix'ely distributed in tin- 
L'nited States by Film of the Xations. 

We, The Peoples- (8 min.) BR.\V' 
Sound. §30 YAF 

fr. & .S>. HigJi School: Social 

• An orientation film designed to 
show the various purposes and func- 
lions of the United Nations Organi- 
zation. Through the combined use 
of live action and selected animated 
charts, the film fnlh describes each 
ol the basic functions of the six 
major divisions of the United Na- 
lioiis. and jjoints out the responsi- 
l)ilit\ which devolves upon each in- 

dividual in making the l'nited Na- 
lions Organi/aiion fulfill its jmrjjose. 
feachers guide included. 


Liberation of Paris— ('52 min.) ,\. F. 
Films. .Ajjph for price-. 

Modern Laug.. S.C: Fur. Hist., 

S.C; Clubs. J.' .1. 

• A complete photographic cliaiv 
of the citizen and F'.F.l. activity in 
liberating Paris during the 28 da\s 
of the German withdrawal in .Au- 
gust, 1944. The only authentic and 
complete document released up to 
October, 1946 on the retreat of the 
Nazis and internal resistance before 
otitsidc help came in. 

The Rise and Fall of Nazi Germany 
-(18 min.) .Sound. B.&:.W. .|35.00 
for 3 year lease. .Short term rates on 
rec]uest. March of Lime (Forum 
Edition) . 

Intermediate : Jr. Sr. H.S., Col., 
Adult: Social Studies. History. 

• Beginning with the Saar plebiscite 
in 1935. the film shows how Hitler 
led the 3rd Reich to domination 
over 15 countries, and how the Nazi 
limetablc of conquest was overturned 
only when the U.S., Britain, and 
their allies joined forces, Iiringing 
about the unconditional surrender 
of Germany on Ma\ 8, 1945. The 
film illustrates the vvorkings of the 
.Mlicd Control Commission and pre- 
sents many of the difficult problems 
facing it. The re-making of Germany 
into a self-supporting nation is a 
huge job of rehabilitation, and the 
film emphasizes the importance of 
wise training for those who were too 
young to be corrupted by Naziism. 

• Excellent aditioiral material is 
listed in the United Nations film 
catalog: also see See &: He.\r. Max, 
1947 World Report issue. 



^eieiiee Filiiiis 


TO (;eneral and advanced science FOR hk;h school and college 


Fractions Series— (10 films— 10 iniii. 
( ach) Sound. Color, S75.00 per (ilm. 
H.'^W. .Sir).00 per film. J HP. 

Iiitrytnrdidtc Grades (^th Criitlr. 

lip) : Miillirnialit s. 
• I'liis si-rics, ot which the first loui 
an- now reach, with the others u> 
liillow ^h()lll\. is clone in clever stop- 
iiiDtion. three-cliniensional anima- 
lioii. .Animation ot lamiiiar objects 
is achieved by single-frame exposures 
of successive steps in the oiieration 
(lepicied. It is the producer's feeling 
ihat this excludes irrele\ ancics in the 
him and gi\es better uiiderstanding 
ol the abstract concepts involved. 

lilies now ready include: Inlro- 
diution to Fractious, Huif to Add 
Iractions. Others in production, to 
he released later include: How In 
Multiply I-'ractions, How to Divide 
Iractions, Decimal Fractions, Per- 
irntage. and two other titles to be 

The Meaning of Percentage— (Ml 

irin.) B.JL-W .".Sound. S38.."jO. \.\1'. 
Grades 3-7: Arithmetic. 

• Under the Super\ision of Dr. 
Win. Brownell, Duke Uni\., and Dr. 
Laura Eads, New \ork City Board 
of Education, tliis film is one of 
\ .AF's .\rithmetic Series. It relates 
ilie meaning of percentage to him- 
dredths both as fractions and as deci- 
mals. Percentage as hundretlis is 
shown graphically. The meaning of 
common percentages such as 10%, 
2.5";,. ,iO%. 75"o,'and 100% is dc- 
\elopccl and related to social sitii;i 
lions. Teacher's guide inrludcd. 

.Measurement — (1 reel.) B.8:\\' 
>45.: color, S75. Coronet. 
Interm., Jr., Sr. H.S.; Math. 

• Looks through the eves of an aver- 
age boy at society's dependence on 
measurement and its standards. 
From the ring of tlie alarm clock on 
iluoiigh ... at home, on the Ijall- 

Iield. downtown . . . the basic types 
.nid methods of measurement arc 
iilusiiaicd and explained. 

Parts of Nine- (11 min.) B..<;\\'. 
Soimd. .s:iS. ,-)(). V.\F. 

Primary Grades; Aritlimetic. 

• This is another in the .\rithmeii( 
series supervised by Dr. W'm. 
Brownell, Duke Univ., and Dr. 
Laura Eads, New York Cit\ Bd. of 
Ed., and serves as a natural sequel tcj 
tile pre\ iously released What is Four. 
It de\elops the meaning of the 
niiml)er 9 through experience sitir 
ations. Flie ideas presented include: 
y in serial relatioir to 8: 9 as three 
groups of three each; and addition 
and subtraction facts about 9. 
Teacher's guide included. 

Parts of Things- (10 min.) K.kW. 
Sound S38..50 \AF. 

F.lem. Grades (2-4): Aritlimetii . 

• .\notlier in '\'.\F's .Arithmetic Se- 
ries, this film cle\elops the meaning 
of one-lialf and one-fourth of single 
things as an early introduction to 
the concept of fractions. Experience 
situations, concrete objects, and 

'semi-concrete representation arc 
used in the gradual development of 
afjstract ideas of 1/2 and 14. .Abstract 
ofjjects are carefully explained in 
relation to real things. Teachers 
guide included. 

What Is Four?— (Part I, 10 min.: part 
II. 5 min.) BRrW Soimd Parts I ft II, 
S45: Part I onlv, S3(). VAF. 
Primary Grades: Arithmetic 

• This film, first in the VAF .Arith 
luetic Series supervised h\ Dr. Wm. 
Brownell. Duke L'nixersity. and Dr. 
Laura Eads, New York City Bd. ol 
Ed., serves a basic purpose in the 
aiiihmetic curricidum at the first- 
\ear level, h\ helping to build an 
understanding of the ineaniiig ol 
numbers. It illustrates the nimibei 
f in a varietv of situations, fjotii 

(oncreie and abstract, and treats, the 
ninnber in a great many ways to 
help the child appreciate the signifi- 
cance ol 1 and its loinness. Part II 
introduces related addition and sub- 
iiaction facts and symbols. Teachers 
guide included. 

The Teen Numbers — (10 min.) 
B.&W. .Soinid. S38.50 Y.AF. 

Primary Grades: Arithmetic 
• CJne of the .\rithmetic Series luuler 
llie super\ision of Dr. W'm. Brown- 
ell, Duke Unixersity, and Dr. Laura 
Eads, New ^'ork City Bd. of Ed., 
litis film deselops the meaning of 
I he place value of ilie leen numbers. 

Fhe meaning of the one place num- 
bers 1 to 9 is shown by grouping 
objects and by indicating these num- 
bers in a series. The meaning of 
the numl)ers 10 to 19 is developed 
.IS groups of tens and ones, and as 
ihe\ stand in relaiion to the single 
digit numbers. .An understanding 
of ilie concepis in this film is basic 
10 an undersianding ol ihc nature 
ol (jiir decimal number system. 

I'eachers guide included. 


(also sec Engineering Drawing and Ad- 
xmnced Science etsewliere in lliis Inj'enlory.) 

Areas-(1 1 min.) B.R:W^ $40.00 KB. 
Geom., Math.: S., C. 

• The film presents the needs and 
uses for finding areas of various 
figures. Shows clear graphic demon- 
stration of recogni/ed methods for 
the computing of areas of rectangles, 
parallelograms, triangles, and circles. 
Circle-(11 min.) S40.00. K.B. 

.Sr. H.S., Col.: Geom., Math. 

• The film clearly defines and shows 
the relationship of such important 
phases of the circle as radii, diame- 
lers, chords, tangents, secants, arcs 
and central angles, by means of pho- 
tographx and good animation. The- 
orems and proofs are introduced. 




General Science Films 

(Also see General Science in the Filmstrip Inventory pages of this issue.) 

Fire- (lOmin.) .'545. B&W sound EBF 
Intermediate, Jr. High School; 
Social Studies, Gen. Sci.. Home Eco- 
nomics, Industrial Arts. 
• Procured under the supervision of 
Charles K. Arey, Ed. D., University 
of Alabama, this film describes the 
domestic uses of fire, explains the 
principles of combustion, the nature 
of fire hazards, and the principles 
of fire extinguishing. The film also 
shows how the regulation of gas and 
air in a stove, and of the draught 
in a furnace, affects combustion. It 
dramatizes fire hazards and points up 
safety lessons as well as demonstrat- 
ing how fire extinguishers are used. 

Below: The Brilannica film "Fire" shows 
uses and principles of mankind's servant. 

The flow of Electricity- (10 min.) 
B.&VV. Sound. S38.50. YAF. 

Elementary School; Gen Science. 
• Produced under the supervision 
of Dr. Gerald S. Craig, Teachers 
College, this film is one of YAF's 
Elementary Science Series. It ex 
plains the factors which affect the 
(low of electricity through a simpK 
(iriuii. imroduces the electron the 
orv, ant! shows the application ol 
the simple circuit in a home situa- 
lion. Teacher's Guide included. 

Below: Good animation helps make under- 
standable "The Flow of Electricity". 

Magnetism — (10 min.) Sound, 
B.&VV. 145.00, color, $75.00. GIF. 

Elementary, Jr. High School: Gen. 

Sci., Physics. 

• What magnetism is, how it differs 
from electricity, and how it works— 
these teaching goals are explained 
in the story situation as Joe, a bov 
of thirteen, experiments with mag- 
netism and explains the results to 
a friend. The film discusses (1) 
types of permanent magnets, (2) at- 
traction and repulsion, (3) making 
magnets, (4) fields of force, (5) elec- 
tro-magnets and their uses, and (6) 
everyday uses of magnets. This film 
will be especially valuable in gen- 
eral science classes, as an introduc- 
tion to, or siunmary of, the studv 
of magnetism. Supers'ised by Dr. 
\. E. Bingham, Northwestern Uni- 

Magnets— (13 min.) (Filmstrip in- 
cluded.) Y.A. Films. 

Elementary School: Gen. Science. 

• The film demonstrates observa- 
ble information about the behavior 
and characteristics of magnets. It is 
very complete up to the point of 
abstraction and therefore is under 
standable by young children. Ac- 
companying filmstrip allows excel- 
lent opportunitv for discussion and 

Below: Dad explains how "Magnets" work 
to sonny and sis in this teaching film. 

Our Common Fuels- ( 1 reel) B&W 
$45; Color S75. Coronet. 

Interm., Jr HS.: Gen. Sci., Geo^. 

• Film's title is the cast's class- 
room display. In their project, fuels 
are defined under their proper 
grouping of "natural " or "manufac- 
tured." The sources and uses of 
each are explained and illustrated 

Helping us know 'Our Common Fuels" 

h\ \ i\id industrial scenes. The "4C" 
ijasis for the selection of the proper 
liiel for the proper purposes, and 
the importance of conservation are 

Properties of Water— (1 reel) B&W 
S45: Color $75 Coronet 

Interm. Jr HS: Chem, Gen. Sci. 
• Examines the physical and chemi- 
cal properties of our most familiar 
and most important compound. Lab- 
oratory and demonstration tech- 
niques provide the basis for the stu- 
dent's further experimentation. 

Below: From film "Properties of Water". 

Science and Superstition— (1 reel) 
B&VV §45: Color $75 Coronet 

Interm, Jr Sr HS; Gen. Sci., Psych. 
inid Teaching. 

• Trains the stiuients' own thinking 
to the scientific method, as a screen 
class enthusiastically proves, by 

Below: Scene from "Science d- Superstition" 


Science and Superstition: continued 

>()uik1 research and reasoning, the 
inaccuracy of some a)mmon misbe- 
liefs to answer their beginning query 
"What is a superstition? What is a 

Water Cycle-(10 min.) $45.00. EBF. 
In termed-, Jr. H.S.; Soc. Studies, 
Xat. Sci, Gen. Set. Clubs 
• The movement of water is traced 
tlnough its cycle of change from 
ocean to sky by evaporation into 
clouds, then as rain to rivers and 
to ocean again. Evaporation, sat- 
uration, precipitation and conden- 
sation are discussed and illustrated. 
Water circulation in the atmosphere 
and in the ground is portrayed. 

Below: "Water Cycle" is a new teach- 
ing film useful in mar}y grade levels. 


What Is Science?— (10 min.) Sound. 
B.&W. S45.00. color, §75.00. GIF. 

Intermed. Grades, Jr., Sr. High 

Seliool: Gen. Sci. 

• Produced under the supervision 
of Dr. X. E. Bingham. Professor ol 
the Teaching of .Science. North- 
western University, this film is de- 
signed as an introduction to the 
study of science as well as an illiuni- 
nating exfxjsition of the meaning of 
the word. In a simple story, it pre- 
sents the application of the "scien- 
tific method", which embraces five 
major steps: curiosity, observation, 
hypothesis, testing of hypothesis, 
and conclusion. 

What Makes Day and Night- (8 
min.) B.&K. Sound. S30.00 Y.\F. 

Elementary School: Gen. Science, 
and Geography 

• This film, one of the elementary 
science series supervised bv Dr. Ger- 
ald Craig, Teachers College, and 
Dr. Ralph Preston, Univ. of Penn 
sylvania. demonstrates the fact that 
the alternation of dav and night is 
due to the rotation of the earth. 
Two children and their father dis- 

"M'hat Makes Day and Xight" is ex- 
plained to these youngsters with a globe. 

cuss the cause of day and night, us- 
ing a flashlight and globe to illus 
trate the principle involved. Teach- 
ers Guide included. 
What Makes Rain— (10 min.) B.&\\ . 
Sound $38.50 YAF. 

Elementary School; Science, Geog- 

• Also in the elementary science 
series, supervised by Dr. Gerald 
Craig, Teachers College, and Dr. 
Ralph Preston, Univ. of Penns\l- 
vania, this film introduces and e.\- 
plains the concepts of evaporation 
and condensation as they apply to 
the \\'ater Cycle. This is done 
through the device of a letter which 
the Weather Man writes to a young 
bov. .Animated drawings summarise 
the principles involved in the Water 
Cvcle. Teachers guide included. 


Life in a Drop of Water— (1 reel.) 
B.&W. $45.; color, $75. Coronet. 

Interm., Jr., Sr. H.S.: Biol., Gen. 


• With brilliant microphotograph). 
ihis film presents the teeming life of 
this tiny world in relation to its en- 
vironment. Through the movie 
microscope, these simplest forms of 
plants and animals are seen moving, 

Below: The world beneath the microscope 
is revealed in "Life in a Drop of Water." 

functioning, reacting and meeting 
the same minimum problems of life 
which the higher forms in our larger 
world must also solve. 


Baby .\nimals-(10 min.) B.&\\ . 
.Sound. $38.50. YAF. 

Elementary Grades; Gen Science. 

• Produced under the supervision 
of Dr. Gerald S. Craig, Teachers 
College, this film deals with animals 
and their young. It introduces and 
explains such concepts as the de- 
gree and nature of parental care 
among oviparous and viviparous 
animals, and the relationship be- 
tween the number of young and the 
amount of care plus chances of sur- 
vival. Teachers guide included. 
Bushland Fantasy — (10 min.) 
Sound. Color, $75.00; rental, S2.50 
per day. IFB. 

Intermed., Jr., Sr. High School; 
Social Studies, Science, Geography. 

• This film shows the Australian 
"Bush" with its lovely trees, flowers, 
and strange animals and birds in- 
cluding the mimicry, singing, and 
dancing of the Lyre Bird. Teacher's 

"The Curivus Coati" is shown above. 

The Curious Coati- (8 min.) B.&W. 
Sound. $30.00. YAF. 
• A simple and amusing animal 
story for children describing the 
adventures of a pair of coatis. The 
coati (or coatimundi) is a small 
Central and South .American animal 
related to the raccoon and easily 
tamed as a pet. This film, especially 
edited and narrated for the young 
age group, can be used by the 
teacher as a center of interest for 
the stimulation and development 
of oral and written language ex- 
pression. Teachers guide included. 
Fine Feathers— (10 min.) Sound. 
Color. S75.00: rental. S2.50 per day. 
Intermed., Jr., Sr. High School: 





Fine Feathers: continued 

Snt iiil Studies. Science, (•ri)nynl>liy. 

• In iliis film tile reniaikal)lc ami 
Ixaiiiilul wikl birds ol Aiisiialia aie 
toloi ])h()t()L;iapliccl in their natural 
sunoiuulinns. leather's guide in 

The Fur Seal- (10 inin.) B.S:\V. 
Sound. ,S;58.:)0. VAF. 

Intevtncdiate Grades. Jr. and Sr. 

High SdiDol: (Geography mid Ceu. 


• L'ndei the stiper\ ision nl Dr. 
H. v.. .Viillionv. .\nieiiian .Museum 
1)1 Natural Histor\. this lilin is de- 
signed lo provide an understaiuliiig 
ol ho^v and wheie the seal li\es. its 
place in the biological kingdom, and 
its iniporiance to man. It pro\ides 
a complete photographic stud) ol 
the lin seal, describing its life, habits, 
ami adaptation to en\ironment. 
Teacher's guide included. 

How Animals Eat- (10 niin.) B.&W. 
Sound. .'S38.5(). VAF. 

Elementary Schools; Gen. Science. 

• Supervised by Dr. Geiald S. 
Craig, Teachers College, this film 
introduces elementary science classes 
to the concept of how animals have 
become adapted for food-getting in 
order to survive. The film deals 
with such special ada]Jtaiions as 
teeth, claws, beaks, poison mechan- 
isms, webs, and others. Many differ- 
ent examples from the animal king- 
dom are shown. Teacher's guide. 
How Animals Defend Themselves 
- (10 min.) BfLW Sound .S.18.50 V.\F. 

Elementary Schools: Gen. Science. 

• Produced under the supervision 
of Dr. Gerald S. Craig, Teachers 
College, this elementary science film 
deals with the ways in which animals 
have become adapted for protection 
against other animals and nature. 
The general concept stressed is 
ada|)taii()n h)r survival. Many ex- 
am])les of ]jrotection and defense 
mechanisms are shown induding 
speed and agilitv. tough shells and 
hides, shai p daws and beaks, camou- 
llage. and mimi(rv. reacher's guide 

How .\nimals Move— (10 min.) 
15.,<.\\'. Sound. S;i8. ,")(). \.\V. 
Elementary Schools: Gen. Sci. 

• Another in the elementary sci- 
ence scries supervised by Dr. Gerald 
S. Craig, this film deals with methods 

in which animals have become 
adapted for moving about in order 
to obtain food and escape danger. 
It points out various methods in 
eluding wings, fins, number of legs. 
etc. Teacher's guide imluded. 
Life on the Western Marshes— (18 
mill.) Color. N'.F.B. of Ci. -^pplv 
for price. 

Gc77. Sci.. f: ConseiTalion . J, S. 

C: Clubs. I. .4. 

• The story of Ducks Unlimited. 
and its work in rehabilitating wild 
life in Canada thiough a project 
involving ovci a hundred marshes. 
File enemies ol dutks: lire, crows, 
jackfish, and rodents, show whv onh 
three out ol ten ducklings reach 
maturitv. The restoration project 
to remove danger of botulism and to 
lestore feeding and breeding grounds 
is described and includes profuse 
shots of deer, moose, geese, cranes, 
coots, beautiful slow-motion studies 
of ducks settling and taking off. 
No Vacancy— (200 ft.) Sound. Color 
only, 540.00. Hoist. 

Intermed. Grades. Jr., Sr. High 
School: Gen. Sci., Biology. 

• The life of Herman, the battling 
hermit crab. ,\ micro-photographic 
study of the habits and activity of 
a hermit crab, both entertaining and 
educational. .\n introductory film 
designed to create interest at the 
beginning of a study of marine life. 
Our Animal Neighbors — (10 min.) 
B.&.AV. -Ha.OO; Color ^15.00. Coronet. 

Xat. Sci.. Prim., Interm., J. H.S.: 
Biol.. S.: Clubs J., A. 

• Good color photographv and nar- 
ration. Describes in a highly inter- 
esting way the habits of such mam- 
mals as cottontail rabbits, .gray squii- 
rel, fox stjuirrel, giound squirrel or 
gopher, chipmunk, field mouse, deer 
mouse, shrew, mole, ami bats. 

Pigs and Elephants (10 iiiiii.) 
Sound. B.&W. ,S4.").00, color, S75.00. 

Primary. I-.lcmoilary: Gen. Sci- 

• This is an excellent film to in- 
troduce foreign animals to the pupil 
through biological relationship be- 
tween familiar domestic animals and 
animals of other lands. Included 
arc the Babirusa of the East Indies, 
the Wart Hog ol .\lrica, and the 
Pigmy Hippopotamus. Intimate 
scenes of a hip|)ojjotanius and its 

young are followed by an unusual 
presentation ol other pachvderms, 
I he Indian and .Alrican elephants. 

Vegetable Insects— (22 min.) .Sound. 
Color, SI.")0.()0: rental, S5.00. IFB. 

Intermed.. fr.. Sr. High School: 

S( ifiii c. 

• Much ol this film is devoted lo 
close-ujjs of some of the coininon 
garden pests that do so much dam- 
age t(j vegetable crops. Iheir colcjis, 
markings, and eating habits are 
clearlv shown and emphasis is laid 
on how each specie does its damage, 
and how each may best be destroyed. 
Some helpful insects are also shown, 
and modern entomological research 
is desciibed. 

Produced b\ the Xational Film 
Hoard of Canada and distributed in 
I lie United Slates exclusiveh' h\ the 
I nternational Film Bureau. 

Your Ears- (10 min.) B.&W. Sound. 
S:iO.O0. VAF. 

Intermediate Grades, Jr. & .Sr. 
High School: Gen Sci., Health 

• This film (adapted tiom the 
British lilm Your Children's Ears) 
explains and illustrates the struc- 
ture and function of the ear and 
its component parts. .Animation is 
used to show how sound waves are 
received and transmitted to the 
brain bv the ear. Considerable at- 
tention is given to the effects of colds 
u])on the human ear. 

Voin- Eyes— (10 min.) B.S:\\'. Sound. 
S.'iO.OO. ' \.\¥. 

I iilrrmediate Grades, Jr. k. Sr. 
High School: Gen Science. Health 

• Live action and animation are 
used successively in this film to il- 
lustrate the structure and function 
of the eye and its component parts. 
Diagrams are used to explain cer- 
tain of the causes and correction of 
nearsightedness and farsightedness. 
The film explains how the eyeball 
is protected by the eyebrow, eyelash, 
eyelid, and tears, (.\dapted from the 
British film Your Children's Eyes) . 

Your Teeth-(IO min.) B.&W. Sound. 
.S30.00. VAF. 

Intermediate Grades. Jr. S; Sr. 
High School: Gen. Sdencc. Health 

• This film illustrates and explains 
the structure, growth, and care of 
the teeth bv alternate use of live ac- 
tion and animation. Opening sc- 
(juences use animation to show how 


baby tci'ih arc replaced by perina- a looth decays along with a demon 

nent tcetli. The structure of a typical stration of proper brushing methods, 

tooth is ilhistratcd and is followed (Ada])ted from the British lilm 

by an explanation of liow and win Yoiii CJiildri'ii's Teeth) . 

Advanced ^Seiciic*e Films 

(Hii^h Sihool and College level: dho see I'tlmstrip luj'eiitorx section) 


Airin Aclion-(l reel) B.&W. |45.00; 
dolor ST'lOO. Coronet. 

Interni.. jr.. Sr. U.S., Col.: Aero- 

n(iiiti( .s. l'ti\.''i( s. 
• This lilni demonstrates the scienci- 
ol aerod\ naniics h\ explaining; sini 
pie parlor ti i( ks in terms of scientilic 
knowledge and aj^plication of that 
knowledge to ever)tla\ li\ing. Air 
resistance is analyzed, and applica- 
tions to connnon experiences are ex- 
plained. An interesting sequence, 
filmed in the giant wind tunnel of 
the Army Air Forces at Wright Field, 
shows air currents around a test 

Note: Many excellent aeronautical films, 
incUidiiif; the Biav Series, are available tor 
aviation and siieiue class use. .See regular 
catalogs {Wilson, etc.). 


The Life Cycle of the Mosquito 
-(12 mill.) li&W. .Sound. 5i43. VAF. 

.Sr. High School. College: Coi. 

li i o logy , Etitoniology 

• ;\ lilni describing the life c\i\v. 
siiiicture, and feeding habits ol llu 
moscpiiio. Opening scenes illuslraic 
characteristic feeding positions ol 
the Anophiline and Cidicine nios 
([uitos. Live action plus animation 
is used to show the anatomy of the 
mosquito. Photomicrographic scenes 
treat in detail the mosquito egg, the 
larval and pupal stages, and iln' 
emergence of the insect from ilu- 
piqial case. Teacher's guide inc luded. 

Seashore Oddities— (20 min.) Color. 
.Sound. SKiO.OO VAF. 


Atomic Energy— (10 min.) $45.00. 
B&VV sound. EBF. 

/i. .*<.• Si. Iligh School, College. 
.Ulull gtoii !).•<: Cen. Sci.. Physics. 
Chemistry, Social Studies. Problems 
oj Dciiiocrucy 

• This film. super\iscd b\ Willard 
F. Libby, Ph.D., University of Chi- 
cago, and other ,\tomic scientists, 
shows by \ i\ id animation the basic 
iundamentals of atomic energy. It 
illustrates how hydrogen atoms can, 
through nuclear synthesis, change 
to heliinn with a resultant loss ol 
radiant energy, the source of the 
sun's energy on earth. It discusses 

A scene fioni ".■iloinic Eiwriry" 

Background and Principles 

radio-activity and combustion on 
the atomic level, and shows how 
neutrons can bombard the uranium 
luicleus, split it, and effect the 
chain reaction of nuclear fission. 
The film begins and closes with 
llu- liikini atomic bomb test. 

Atomic Power - (18 min.) .Souiiti 
B.&VV. $35.00 for 3 year lease; short 
term rates on recjuest. March of 
Time (Forum Edition) . 

Intermed., Jr. .SV. H.S., Col., Adult: 

Science. Social Studies. 
• This lilm traces the hisiorv of 
atomic power from the early days of 
research and development when, in 
1905, Einstein proved on paper that 
matter could be converted to energ\ . 
The dramatic story of the .Atomic 
bomb is faithfully re-enacted — with 
Fermi. Einstein. Pegram, Bush, Co- 
nant, and others recreating on the 
sueen the secret roles the\ played 
during the war. The film also shows 
how llu- men who fathered this revo- 
lutionarv weapon are today conduct- 
ing a \ igorous campaign to iin|)ress 
u|M)n the V. S. public ils full mean- 

"Tlie Life Cycle of tlie .Miisquito" 

.Seashore Oddities: continued 

Jr. K; Sr. High School: Science, 

• .\ scientilic siiuK ol iiiaiiiu- iiner- 
iibrau- lile h)Uiid at ilu- seashore. 
Ibis lilm shows mam dillereiu ani- 
mals in (-acli ol loin iiiipoiiant phyla 
— ( oek-nierales. et hinodirms, ai thro- 
|)ods, and molhisks. XO'I'K; Due to 
///(• j(i(l thai leitain rights to this 
III III iceic sold prior to the lime YAP 
(Kiepted it for distrihution, this film 
is not (li'ailahle from YAP in Calif- 
ornia. Washington, Oregon, Idaho. 
Xei'dda. I'tah. .hizona, and Hawaii. 
•Seashore Wonderland— (10 min.) 
Sound. Cioloi oiih. $75.00. llolsl. 

/)., .Sr. High School: Cen. S(i.. 
Marine liiology. 

• .\ mi( ro-phot()gra|jhi( siiuly ol 
lu.niiu- liir lound along the Pacific 
Coast, with a sur\e\ of the varied 
and .H-i-niing lile ihat exists in the 
(xean. .Minialiin- niai ine forests and 
innunR-iable vaiiities of sea crea 
lures ordinarily unobserved in theii' 
habiiai are i)roughi to ihe screen 
in lliis inu-r<-sling sliul\ ol marine 
l)iol().!;\ . 


The Halogens— (1 reel.) Color, 
$75.00. (Coronet. 

• Combiius lal)oialor\ cknionslra- 
tioiis and lecture techniques lo p:c 
sent ihe members of this impoilanl 
group and llu-ir pici|H-ilies. lice ami 
in tlu-ii (oinpoiiiuls. 
Oxygen- (1 reel.) B.&W. $45.00: 
C;olor, $75.00. Coronet. 


• Surveys the properties of this eli- 
ment so essential to the support ol 
life. Laboratory demonstration de- 
velops the characteristics and uses of 
oxvgen and ils (()m|)ounds, and their 
iiiqxjrtaiue to mankind. 







Matter and Energy — (10 min.) 
Sound. B.&VV. S45.00, color. S75.0(). 

Jr., Sr. High School, College: Gen. 

Sci., Physics, Chemistiy. 

• Directed to beginning students ol 
science, this film presents the basic 
concept that everything in the uni 
verse may be reduced to matter and 
energy. Matter in its different forms 
is presented and elements, com 
pounds, and mixtures are defined. 
Physical and chemical changes are 
explained, as well as the laws of the 
conservation of matter and conser- 
vation of energy. The reel ends with 
a discu.ssion of atomic energy to 
serve both as a challenge to the 
student and as a basis for more ad- 
vanced study. Production super- 
vision by E. C. Waggoner. 


The Human Skin— (11 min.) Sound, 
B.&W. S50.00. Rental. $3.00 per 
day. Bray. 

Sr. High School: College: Physi- 

• The important functions and the 
anatomical structure of the human 
skin are shown by abundant animal 
ed drawings and by photography. 
These include the layers of the skin, 
its growth, its oil and sweat glands, 
its nerves, sense organs, and blood 
supply. The effect of nerve impulses 
upon the latter is demonstrated and 
the temperature regulating processes 
of the skin fully described and ex- 
])lained. There is also a descriptive 
explanation for the permanency of 
lingeiprints. Care and cleanliness 
are urged for the preservation of the 
natural beauty and health of tin- 

The Human Throat— (II min.) 
.Sound. B.&VV., $50.00. Rental, $3.00 
per day. Bray. 

Sr. High School, College: Physi- 

• This film describes the human 
throat, consisting of jjharynx and 
larynx, from the anatomical and 
functional aspects. The description 
of the pharynx includes its general 
anatomy; its connection with the 
middle ear, nose, and esophagus; 
its defense mechanisms; and the ton- 
sils and ciliated epithelium. The 

A visiialtzaCtoti jtoin ' j hf Human Throat" 

description of the larynx includes its 
general anatomy; its laryngoscopic 
aspect; and the mechanism operat- 
ing the opening and closing of the 
riinal opening between the vocal 
cords during breathing and voice 
jjioduction, including an actual pho- 
tograph of vibrating vocal chords. 
It also explains and demonstrates 
the way in which the larynx closes 
to permit the passage of food dui- 
ing the act of swallowing. 

Scene front "Kidneys, L'relers i- Bladder" 

Kidneys, Ureters, & Bladder —(11 
min.) Sound. B.&W. $50.00; rental, 
.SS.OO per day. Bray. 

Sr. High School, College; Physi- 
• This film on the urinary system 
furnishes a description of the im- 
portant anatomical features of the 
kidnevs, the ureters, and the blad- 

der. .\nimated drawings describe 
and explain the functional relation- 
ships of the constituent parts of the 
system, as well as the process of 
urine formation and the elimination 
of waste matter. 

Our Feet (The Human Foot)- (11 
mill.) Sound. B.&W. $50.00. Rental, 
S3. 00 per day. Bray. 

Sr. High School, College: Physi- 

• This film deals with the function- 
ing and the construction of the foot 
as a means of propulsion of the 
human body and as a bearer of its 
weight in its unique upright posi- 
tion. Skeleton, ligaments, and mus- 
cles of the foot are described in the 
plainest possible terms. The con- 
struction and the functioning of the 
longitudinal and transverse arches 
are explained, and stress is laid on 
their soundness. The movements of 
the foot are considered in detail 
and this is followed by an analysis 
of the walking step, showing the 
mechanism of shifting weight sup- 
port and propulsion. Particular at- 
tention is called to the influence of 
sound feet upon the general health 
of the individual. 

Other Science Films 

♦ Several excellent science films arc- 
available on loan request from the 
libraries of Westinghouse, General 
Electric, American Telephone JL- 
Telegraph, Dow Ghemical and other 
industries. Many of these are avail 
able through the distribution facili 
ties of Castle Films and Modern 
Talking Picture Service, Inc. 

While this New Materials Inven 
tory does not include such sponsored 
films, listings and reviews of desii 
able classroom materials will appeal 
in regular issues of See & each 
month in this school vear. 

Sports, Physical Education 

♦ A new publication of excellent 
usefulness to the physical education 
teacher, coach and athletic director 
is the Sports, Physical Education and 
Recreation Film Guide recentlv is- 
sued as a joint publication effort 
of The .Athletic Institute, Inc., and 
the Editors of Business Screen. 

More than 800 IGmm sound mo- 
tion pictures and filmstrips are con- 
cisely listed in this first edition. 
Archerv, badminton, baseball, bas 

and Recreation Film Guide 

ketball, football, golf, hockev. jai 
alai, lacrosse, fishing, riflery, horse 
manship, swimming and diving, and 
vviestling are among the full field ol 
sports included. Sources of all sub- 
jects, whether for loan, rental or out 
right purchase are given, together 
with salient facts about length, color, 
and significant content material. 

Copies of the Sports Film Guide 
may be obtained from The .Athletic 
Institute, Inc., 209 .South State Street 
at the single copv price of 50c each. 


Athletics &. PhTisieal Education 

(Also set' Keeping ill section ni 

B A S E B A L L 

llascbiill: Ciiitching Fundamentals 

—(10 niin.) $45.00 Coronet. 

Phys. Ed., J., S., Col. 
* The film is (li\icled into two paiiM 
(.Itching Inndainentals include 
>tanrf. footwork, signals, tagging 
iimnci at home, and fielding bunts. 
The second ])ait. game strategx. in- 
cludes throwing to first, second, oi 
thiid to prevent steals, fielding, and 
])re\entiiig a double steal. Slow and 
stop-motion tethiiiciues are included. 

Below: "Catching Fundamentals" are made 

iv'i'/rf/v rlrnr in this sdinid iiiotinii pirlnrr. 

Baseball Series: 3 films. 10 min. 
each. S-45.00 per film. B.&rW. sound. 

Into nicdiule Gradr.s. Jr, k Sr, 

High School; Physicnl Ediiailiou. 

Health, Spoil. 

• This series of three baseball 

training iWms— Hitting in Baseball. 

Throwing in Baseball, and Catch- 

irtg in Baseball, — is designed for 
bo\s in the intermediate grades. Jr. 
and Sr. High School, coaches and 
all others who are interested in the 
game. Thev illustrate the basic 
fundamentals of the national pas- 
Fihns to help us leach baseball lerhniqne. 


l-'ilmstrip Inventory, Page 33) 

time. Authentic pictures. demon- 
Mi and l)\ the Hollywood (Cali- 
lornia) Stars team, they show the 
standard accepted methods of bat- 
ting, throwing and catching. The 
entire series was produced under the 
supervision of Norman Sper, noted 
sports writer, with the collaboration 
of Jinim\ Dykes and Hollis Tliurs- 
toii. well known baseball manager 
and coach respecti\ely. 
Batting Fundamentals— (10 min.) 
Sound. Ii..<i.-\V. S45.00, color, S75.00 

Sr. Higii School, College: Physical 


• .\n accom])lished hitter must mas- 
Ki basic skills— the selection of a 
liai. the stance, the grip, the stride, 
iliL- swing, the follow-through, and 
bunting. In this film, each is dem- 
onstrated clearly and professionallv 
by players noted for their correct 
form. The production was super 
\ ised by James Smilgoff. Instructor. 
C^hicago Cubs Training C^anijx and 
Instructor of Baseball. Chicago Pub- 
lic Schools. 

Play Ball, Son- (17 min.) BS;\\' 
Sound S80. B&W Silent (IJ in.) 
.S30. Both niounted on one leel. 
SI 00. YAF 

Jr. k Sr. High School: Physical 
Ed. and Sports 

• This sports film is based on a 
book of the same title by Bert \'. 
Dimiie; covers correct techniques. 

Softball Fundamentals— (13 min.) 
B&.AV .Sound. S-ir, \.\¥ 

Intermediate (hades, Jr. High 
School: Phxsical Ed., Sports 

• A demonstration film designed to 
teach the individual techniques of 
playing Softball, using junior high 
school girls as the pla\ers. The film 
illustrates the techniques of batting. 
I browing, pitching, running bases, 
and fielding, and is especially not- 
able for its demonstration of ilie 
ease with which students can master 
the correct fundamentals of play. 

The American Square Dance— ( I 

uch h.kW. S45.00: Color S75.00. 

Interm.,Jr.,Sr. H.S., .idiilt: Clubs. 

Phys. Ed. 

• reaches the captivating patterns 

of .America's belo\ed folk dances. 
From the "Alemande Left " to the 
"Do-Si-Do" this film demonstrates 
the fundamentals, and then com- 
bines them in a closing performance 
of the tradiiioiKil "Take .\ l.iitk 

Social Dancing — (1 leel) H.JLW . 
C^olor $75 Coronet 

Inlerm, Jr, Sr HS. .-{dull: Clubs, 
(hiidance, Phys. Ed. 

• Teaches the basic routines of the 
wait/ and foxtrot, introducing ele- 
mentary dance classes to the funda- 
mentals of a valuable, pleasurable 
M)cial grace. 

Simple Stunts— (10 min.) Sound. 
B.S:\V. .S45.00, color, 375.00. CIF. 

Elementary, Jr., Sr. High School. 

Teacher Training: Physical Ed. 

• Produced to meet the needs loi 
gioiip activities rec|uiring little oi 
IK) ec|uipment. this film presents sini- 
|)le stunts under three classifications: 
Stunts for Strength— push-ups, one- 
arm dip. measining-worm crawl, and 
crab walk: Stunts for Skill— turk 
stand, double-heel click, top. jump- 
ing jack, wicket walk, kneeling 
jumjj. single scpiat. and the human 
ball: Stunts with Sticks — various 
stunts with an\ kind of a smooth 
stick. Safetv precautions are empha- 
sized throughout the film. Su])er- 
vised by Otto Ryser, Physical Train- 
ing Instructor, Indiana U. 

Tumbling Series— 3 Sound Films, 10 
min. each. B.&VV. $45.00 per film, 
color. S75.00 per film. CIF 

Elementary. Jr, Sr. High School. 

College; Physical Ed. 

• This series, supervised b\ Dr. 
Karl \V. Bookwalter and Otto Rvser 
of Indiana Universitv. includes 3 
titles: Beginning Tumbling. Inter- 
mediate Tumbling, and .idvanced 
Tumbling. 'Fhe films provide effec- 
tive instructional procedure which 

I N \ E N T O R V 


I, ■* ■ 1 ■ .*; ■' . .'^'- / 


Tumbling Series: continued 

Lcononii/es in ilic use ol lime and 
equipment and covers the essentials 
of this increasingly popular sport. 
Stunts are demonstrated singly and 
in combination, with constant em- 
phasis on safet\ precautions. The 
last two in the series are not recom- 
mended for elementary schools. 

The Great Game Soccer— (23 miii.) 
.137.50: rent, $2. lilS. 

,/)■., Sr. H.S.; Ctvtrs, Phys. Ed., Sor. 

Stitdies, Social. 

• All over Britain men from fac- 
tories and offices spend their Satur- 
<ia\s playing soccer, their favorite 
sport. Children play it in fields, 
school yards and streets. Profession- 
als ex])lain the tactics. Cup compe- 
titions provide crowds and excite- 

Soccer For Girls— (10 min.) Coronet 

Phys. EdiK .. I . I. S. C: Teacliitig, 
C: Clubs, J. A 

• The fundamental skills ol the 
soccer game as played by a group 
of girls is shown through the use 
of slow-motion and regular photog- 
raphy. The fundamentals of the 
game arc illustrated first among in- 
rii\i( players and then as a part 
ol team play. The skills include 
dribbling, trapping, kneeing, tack- 
ling, punting, kicking, and the spe- 
cific privileges of the goalie. Com- 
pletely understandable and well exe- 
( uted. 

Sitting Right- (10 min.) .S15.00 

Jr. Sr HS: Phy.s. Kd., Home luou . 
(iiiidritnr, Clubs 

• A fine altitude approach lo the 
problem ol posture among teenagers 
and upjjer high school age group. 
A|)proa(hed from a non-preaching 
standpoint, but rather from the ef- 
fect of good posture on one's general 
social prcseiue. .Should be appeal- 
ing to e\eii the most pseudo-sophis- 
ticated youth. Non-technical a])- 

s w I M M I N c; 

Springboard Techniques — ( 1 reel.) 
B&W %\'-i: Color .S7.") (Coronet 

Intertn. jr. Sr HS. Col. Adull: 
Phys. Ed. 

• "The Forward and Batkwaid 
Lifts" . . . demonstrates the propci 
use ol the board, essential to skiiilid 

di\ing. Stoj) and slo\\' motion ana- 
l\/e in detail lifts, tucks, somersaults, 
and other skills. 


Fundamentals of Tennis— (20 min.) 
H.R;W. Sound. $60.00. \.\¥. 

Jr., Sr., Hgh School, College: 

Physical Ed.. Sports. 

• In this lilin, Donald liudge, 
( iiampion tennis player, illustrates 
and discusses the technicjues of good 
tennis. Using slow motion, repeti- 
tion, and careful camera technicpie, 
I'ludge analyzes and explains the 
backhand, forehand, and service 
strokes. \'aluable for both begin- 
ning and achanced players. 

Tiack And Field Sports Series— (10 
films) BkW Sound, Apph for Price, 

Sr. High School. College: Physi- 
cal Education. 

• This series of training films was 
produced with the co-operation of 
the United States Olympic Associa- 
tion, and was supervised by Boyd 
Comstock, world-famed Vale and 
University of Southern Calif. Olyni- 
|iic coach. Extensive research into 
coaching methods went into the pre- 
paratory stages of these films, and 
care was taken to select athletes ol 
\arying degrees of ability and of 
differing build, so as to make the 
lessons as widely applicable as pos- 
sible. More than forty ranking 
iimateur athletes, all of Olympic 
caliber, participated by specific ar- 
rangement with the AAU. Titles 
include: Sprints. Middle Distances, 
One and Two-Mile Runs, Hurdles 
(high a7id Unv) , Relays, High Jump, 
Broad Jump, Pole I'auU. Shot Put. 
and Disi us-far'elin. 


Playground Safety- (1 reel) B.&W. 
.S-IS.OO; Color, S75 Coronet. 

Prim, Interm, Jr HS: Clubs, Psych, 
inul Teadiing, Safety 

• Implants the basic safely rules of 
the playground by \ividly contrast- 
ing the fun of the safe play space 
with the painful consequences of the 

Safety Begins at Home— (10 min.) 
R.k\V. Sound $30.00 VAF. 

Elementary Schools; Safety educa- 

• This him produced under the su- 
pervision of Dr. Herbert Stack, New 
York University Center for Safely 
Education, depicts the important 
home safety principles applying to 
children, showing typical safety haz- 
ards found in the home and how 
to a\oid them. The film is built 
eniiicly around the acti\ities of chil- 
dren of elementary school age. 
Teachers guide included. 

Safety To and From School — (10 
min.) B.&W. .Sound. $30.00 VAF. 
Primary Grades: Safety Education 

• This film, also super\ised by Dr. 
Herbert Stack, New York Uni\ersity 
Center for Safety Education, pre- 
sents safe practices in going to and 
from school in urban and city areas, 
and describes the correct ways of 
crossing streets through a series of 
real and simulated traffic conditions. 
The film is built around the experi- 
ences of two primary grade children 
who jiractice these safety rules at 
school under the guidance of their 
teacher and then carry them out on 
their wav home from school. Teach- 
ers "iiide included. 


Bow-ling Fundamentals— (15 min.) Inc. 
Sound BR:\V, Apply for Price, TF 


.Sr. High School: Physical Ed. 

• This film presents, in terms of 
ihc high school student, the first 
principles w-hich should guide the 
boy\ler. These include the selection 
of the ball, the stante, the ajiproach, 
the delivery and lollow-ihrough, 
and direction. The film should ser\c 
not only to illustrate the proper 
means of carrying out these rudimen- 
tary ]jrinciples but also act as a stim- 
ulus for further participation and 



Group One: The Social Studies 

Pe€»|)l<v«^ t»l* the Wf^rlfl 


Our I'nited States 

California's Monterey Peninsula — 

Set of 20 2x2 slides.' Color, $11. 00 


I'inii.. I iilci nicd., jr.. Sr. U.S., 
Col.. Adult: Gcog.. CU'ol.. Xiil. Sci. 

• 1 he Montcrcv Peninsula, located 
111! the California coast about 125 
miles south of San Francisco was 
lust disco\ered i)\ I lie Portuguese 
tiaxis^ator, Cabrillo, in 1')I2. ll Avas 
later \isiie(l and named l)\ the Span- 
ish e\[jlorer, \'i/cain(), in H)02. It 
has been famous since as the center 
of Spanish activities in California 
and later for its great di\ersitv of 
natural beaiuy and historic interest. 
Stu(l\ (.iiide included. 

History of the .American People 
Series— (5 recent additions— approx. 
(iO Irames per strip) B.R:W. $2.00 
pel stlij). SVE. 

I utcrmediate. Jr. and Sr. Hiy^li 

S(h()f>l: History. 

• I liesc fi\e new stri]js have ex- 
jianded S\'E's History of the .\nieri- 
can People Scries so that it now 
(i)\eis the \ears fioiu I l'.>2 to lOKi. 


LiL, f^' 

I lii\ tm^it stfue at titruitiima /.v fiufit 
"lloi/f/ liar II: Overseas in the "Histoiy 
(if llir .iniirinni I'rdfile" filnislrip series. 

The recent additions piesent llie 
1918-I94f) period, .\utheniic pii 
tures from official sources residt in 
a com|)rehensi\e record of conieni- 
porar\ historx. Original niajis. 
charts, and diagrams are used ex- 
tensiveb tn simjjlify and illusiiatc- 
sucii 111,11 lets as go\ernnient legis- 
lation and pi)lic\. geographic le- 
latioiisliips and. in the case ol the 
War strips. ])liases ol tactical de- 
\clopnients. 1 he subtitles in each 
filmstrip sci\c- not onh as a com- 
pact historical outline, but also as 
a natural spi in<ii)oaicl lor discussion. 

lilies included in tiiis series are: 
I'rosjxnity and Dejnession 1921-1933 
riic New Deal Era 1933-1941 

lorriiiii Poli<\ l')IS-l')tI 
World War II. I lomcjronl 
1 1 in III W in II. (h'crseas 

hiclusiiial Geography Series — New 

Adclilioiis (2 filiiistii|)s— 1! Iramcs 
each) lifsW. S±m cadi. ,S\ E. 

i.liincntar\ Cradcs. [r. His^h, 

lli'^li S(liool. S(>(. Ceo. 

• I'hese two strips, h'ishrrmen of 
( ,loiii rstrr—.ll Hoinf. and h'isher- 
nirn oj Cloiii cslri nl Srn, which 
(omprises a new addition to the 
S\ !• Indusiiial (ieographical Series, 
alldid an etlecli\e \ isuali/alion not 

J •■> ' >'' li""i " Fistiennrn rtf (tjntti ester." 

As the day closes, the fishing . 
snugly d(x:ked in harbor. 




Industrial Geography Series: cont'd. 

only of the town of Gloucester, fam- 
ous in American history, but also of 
the life and work of the world- 
renowned Gloucester fishermen. In 
the first strip the pictures are ac- 
companied by well-chosen captions 
jjroviding an introduction to the 
town and showing the fishermen's 
preparation for a voyage off the New- 
England Coast. The second pictures 
the crew working at sea. concluding 
with their return to port and the 
sale of their catch. 

A scene Irani "Life uf llic Eskimo" 

University .Museum Educational Ex- 
tension Series— (lilnistrips— approx. 
50 frames per strip) BS:\V. .'S2.00 
each. SVE. 

Elementary (jrades, Jr. c" Si. Hinli 
School; Soeiology, Geography. 

• These two strijxs, Life of the 
Plains Indian, and Life of the Eski- 
mo, part of the series sponsored by 
I he l'iii\ersity Museum, Philadel- 
|)ln:i, I'h.. have been completelv rc- 
\ isc'd and re-edited by the deparl- 
mcuial staffs of the Museum. The 
\asi piriorial and factual resources 
<>l this famous instil lU ion ha\c i)ecn 
eiiiplo)ed in the ]jrodu(tinii of tluse 
authoritative strips. Life of the 
Eskimo includes such subjects as 
clothing, shelter, handicraft, and 
means of li\elihood. The Life of the 
Plains Indian records the native 
dwellings, clothing. go\ernment, rec- 
reation, and religion. 

The Westward Expansion of the 
United .States - 7 filmstrips, 250 
frames, Color, $33.50 a set, $5.75 
each. Curriculum Films. Inc. 

Jr. Sr H.S.: History. Sm . Studies. 


• Seven full color fthnstrips de- 
veloping the story of the growth of 
I lie United States from a series of 

tiny settlements on the Atlantic 
coast to a great nation that spans 
the continent. The basic forces be- 
hind this expansion, the nation's 
geography, and the processes of ac- 
c|uisition. Filmstrip titles: 1. Origi- 
nal Thirteen States: 2. Northwest 
Territory; 3. Louisiana Purchase 
and Florida; 1. Texas; 5. Oregon 
Territory: 6. Mexican Cession and 
Ciasden Purchase; 7. Alaska. Teach- 
er's Manual. 

Other Lands 

A Day In The Past Series— (9 film- 
strips — approx. 34 frames each) 
B &: W'., .\pply for Price, T. F. Inc. 

/)■.. .S). High School; Social Studies. 


• This series of filmstrips gives the 
student a focal point for contrast 
between daily life in modern and 
historical times. Each strip follows 
the dailv activities of a people in 
order to create an understanding of 
till' haijjts and customs of historic alh 
iiiipoi taut periods. These |)ictures 
not only offer the student an opjjor- 
tiinity to become familiar with the 
daily lives of ordinary peoples in 
ancient and medieval times, but also 
give the teacher a carefulh detailed 
and documented series from which 
she may select for emphasis any part 
best suited to the curriculum needs. 
Titles include: A Day In .-indent 

Egypt, Growing Cp In .indent 
Egypt, A Day In .Ancient .ithens. 
CroiL'ing Up In .Indent Greece. 
Growing Up In .Ancient Rome, Life 
In Ancient Rome. Life hi A Medie- 
val City, and Life in Feudal Times. 
Dolls of Many Lands-Set of 32 2x2 
slides. Color, $16.00. PPVS. 

Intermed., Jr., Sr. H.S., Adult; 

Art, Clubs, Hist. 

• Pictures dolls depicting historical, 
fictional, mythical and religious 
characters in the costumes of their 
lands and era. Study Guide in- 
( hided. 

Farming in China— Set of Hi 2x2 
slides. Color, .$9.60. PPVS. 

Prim., Intermed., Jr., Sr. H.S.. 

Agric, Geog., Geol. 

• Deals principally with C;hina's 
most important crop— rice. Rice ter- 
races, the farmers at work, trans- 
planting rice, water wheels, harvest- 
ing rice, rice straw shocked up to 
drv are included. Study Guide. 

Foreign Geography Series— (recent 
addition) filmstrip— 43 frames. B8:^V. 
S2.00. SVE. 

Intermediate, Jr. ir Sr. High 
School; Geography, Sociology. 

• Rural Ukraine is the newest film- 
strip in SVE's Foreign Geography 
Series and contains pictures taken 
during the latter part of World War 
II. Scenes deal mainly with the 
rural sections of the land— the agri- 
cultural methods of the farmers, vil- 
lage life, and typical Ukrainian 

Picture Reference Library Series — 

(15 filmstrips — approx. 22 frames 
each) B.&;\\'. Manual with each 
strip. $2.50 per strip, or $37.50 per 
set of 15. 35mm, ICPP. 

Elementary, Intermediate; Social 
Studies, History, Geography, Com- 

• This series of filmstrips provides 
an excellent basic library for class- 
room uses of many kinds. Each strip 
is accompanied by a manual and the 
carefully prepared text for the 
frames is printed for individual pu- 
|m1 use. Titles include: Early Civi- 
lization, Ancient Rome, Ancient 
Greece, Knighthood, Voyage and 
Discovery, Americans All, The Farm, 
Christmas, Colonial America, Pio- 
neer Days, Indian Life, Community 
Life, Man on Record. Clothing and 
Textiles, and Transportation. 

Yucatan Series — (3 filmstrips — 43 
frames each) B&W'. S2.50 per strip 
i IK hiding manual. SVE. 

Intermediate. Jr. ir Sr. Higl/ 
Sdutol; Sociology, Geography. 

• This series, including the titles 
.Mayn Cities of Yucatan. Yucatan 
Countryside, and .Merida. Yucatan. 
was prepared by Robert Stanton, 
noted author, lecturer, and traveler. 
The manual accompanying each film 
is based on the author's detailed 
study of this region and affords .i 

Yiicalnn's ancient cullure I'isualizcd 

. r'vjm^ 



Yucatan Series: continued 

wealth ot backgrouiul iiiatcrial. 
M(i\(i C.llii's of Yucatan presents a 
MsiKil ictDid t)l ancient Maya build- 
ings. tcnipUs, and pNianiids. In tlu' 
CouJilrysidc snip tliL- life and work 
ot the Mayan villagers are pictured, 
while Mcrida, 1 lualan shows (on- 
trasts between the old and the new. 

Transpor tat ion 

How Man Travels— 10 hlnisirips, 
i(_)l()r, 51 ,'<.'>..') (I a set; $3.95 each, Ciir- 
riciiliun lilins, Inc. 

Enii. Larii!. Arts, Readiuo Reacli- 

ness, Sue. Studies. 

• Ten iihnstrips in natural color 
showing \ehicles and transportation 
machines used in man's daily work. 
Designed tor social studies in pri- 
mary grades, with graded vocabulary 
b\ Ruth Quinn. Titles: 1. Airplanes 
at Work. 2. Harbor Craft at Work, 
3. Ocean Ships at Work, 4. Passen- 
ger Trains at Work, 5. Freight Trains 
at Work, 6. Locomotives at Work. 
7. Buses at Work, 8. Trucks at 
Work, 9. Trailers at Work, 10. 
Roadbuilders at Work. Teacher's 

Transportation and Communication 
Series — (1 lilmstrips — approx. 45 
frames per strip) B.&W. .$10.00 set 
of 4, or $3.00 each. YAF. 

Intermed. GradeSjJr. High Scliool: 
Social Studies, Commerce. 

• This series of four filmstrii)s re- 
views the historical de\elopmeiU ot 
various modes of transportation and 
communication, and points out the 
value of each. Designed to be used 
independently or in conjunction 
with the Y.AF film Our Shrinking 
World. Titles include: History of 
Land Transportation, History of 
Water Transportation, History of 
Air Transportation, and History of 
Communication. Teacher's guide 

"History iif Water Trans jmrtaliori" (SVEl 

Transportation Series — (Filmstrips, 
approx. 65 frames per strip) B.&VV. 
S2.00 each. SVE. 

Elementary, Jr. High School: 
Commerce, Transportation, Hist. 
• This series of Iihnstrips covers the 
three main divisions of transporta- 
tion: air, land, and water. The film 
strips within eacli di\ ision have been 
organized to make clear ttie develop- 
ment from simple, primitive modes 
ol transiJortation to the eflicieiu aiitl 
(ompiex modes ot modern limes. 

.\nother basic objective of this 
series is to show that the progress 
of civilization has been closely re- 
liected in the history of transporta- 
tion. The advice anci co-operation 
ot various branches of the ttanspf)i 

tation industry have made this se- 
ries both authoritative and up-to- 
date. It includes the following titles; 
History of Land Transportation 
Land Trans f)ortalion— Automobile. 

Bus, and Truck 
Land Transportation— Highways and 

Railroad Transportation— Freight 
Railroad Transportation— Passenger 
History of Water Transportation 
Water Transportation— Native Craft 
Water Transportation — Rivers, 

Lakes, and Canals 
Water Transportation— Freight 
Water Transportation— Passenger 
History of Air Transportation 
A ir Tra nsportat ion —Freigh I 
Air Transportation— Passenger 

The Arts 

Reading Keadine»iK 

Primary Reading— 10 units of 12 
slides each. Color, $15.50 per unit, 

Reading Readiness. 

• Stories of Little Black Sambo, 
Three Little Pigs, Peter Rabbit, 
Three Bears, Gingerbread Boy, 
Three Billy Goats, Ugly Duckling, 
First Thanksgiving, Bobbie's Christ- 
mas, Cinderella. 

Reptiles of the United States— Set of 

32 2x2 slides. Color, $17.60, PPVS. 

Prim., Intermed., Jr., Sr. H.S., 

Col, Adult; Biol., Clubs, Nat. Sci. 

• Typical desert areas are pictured 
in addition to more than 20 species 
of reptiles. Identilication list is in- 
cluded giving both common and sci- 
entific names. 

Row, Peterson— SVE Reading Readi- 
ness Textfilms Series— (7 filmstrips) 
B.&W. $2.00 strip. SVE and Row, 
Peterson Co., Textbook Publishers. 
Elementary; Readitig Readiness. 

• Early in 1946 S\'E announced a 
program of textbook-filmstrip cor- 
relation in co-operation with out- 
standing publishers of textbooks. 
Some of these films are now ready 
loi (IJMribiition, and others are still 
in production. 

The Row, Peterson— SVE textfilms 
listed below are made to correlate 
with the Alice and Jerry Basic Read- 
ers and the Basic Science Education 
programs of the Row. Peterson Com- 
pany. Although the filmstrips were 
made especially for use with a given 
hook or program, the same material 

o£ Living 

can also be used with other basic 
texts. Those available lor immedi- 
ate delivery include; 
Tell Another Story— (64 frames) 

• I his strip opens with utilization 
hiimes for the teacher; it is intended 
that tfie children retell the stories 
by using the pictured clues. Other 
objectives of the strip include de- 
veloping the child's ability to re- 
tell a sequence ot events in logical 
order; developing oral language; and 
indicating to the teacher the strength 
and weaknesses of the individual 
pupil in his readiness to read. The 
stories include; The Pancake, Three 
Billy Goats Gruff, Three Little Pigs, 
The Old Woman and Her Pig, and 
The Elves and the Shoemaker. 

I Live in the City— (54 frames) with 
Teacher's Guide— and 
I Live in the Country— (54 frames) 
with Teacher's Guide. 

• These two textfilms are designed 
to review, clarify, and enrich chil- 
dren's experiences with country or 
city life. The captions, to be used 
bv the teacher, direct attention to 
the important ]jurposes ot the pic- 
tures and stinuilate free discussion 
by the children. (In correlation 
with the .-ilice and Jerry Basic 
Readers, Row, Peterson & Co.) 
Skip Along — (40 frames) with 
Teacher's Guide. 

• This is a Pre-Primer level read- 
ing readiness textfilm designed to 
accomplish the following objectives; 
to provide a scries of picture situ- 
ations which will stimulate oral 
language development and build a 






• H 


Scetie from the jilmslrif) "Skip Aluiio" 

Reading Readiness -Scries: continued 

hatkgroiiiul ol iiR'anini"s lor the 
stories pictured; to introduce audi- 
tory discrimination, the first stej) in 
tile word recognition prooram, and 
to develop pupil al)ilii\ to hear that 
certain words begin with identical 
sounds: to use the \ocabulary of 
each storv in the lihn on entirely 
new stories, and to test pu]jil ability 
to apply the \ocabulary they have 
learned to the reading of a new con- 
text. (In correlation with the Alice 
and Jerry Basic Renders) . 
Simple Machines— (74 Iranies) vvith 
Teacher's Guide. .S\E. 

• This science education texifilni 
leaches the principles of six simple 
machines (inclined plane. le\er. pul- 
ley, wheel - and - axle, wedge, ;ni(l 
s(rew) b\ relating their o])eratioMs 
to objects familiar to the students. 
Such a procedure is a natural in- 
ducement to discussion, and the 
coiuributions ol personal experi- 
ences form an imporiaiu ]jari of 
the educational process. At the con- 
clusion participation is cncoinaged 
bv direct questions which iicpiire 
the application ol |)rintiples taught. 
(In correlation with Doing Work, 
.Ird &: 4th Giade text, and Simple 
Muchines. fr. High School text.) 
Away We Go — (43 frames) with 
Teacher's Guide. SV'E. 

• Also in the Reading Readiness 
group is this lextlilm which is de- 
signed to review, clarify, and enrich 
the pupils' experiences with various 
methods of transporiation. ranging 
from simple means such as the i)i- 
cycle and toboggan to such complex 
means as the automobile and air- 
plane. Text appealing on each 
frame to be read aloud i)y teacher. 
Animals To Know— (4 1 frames) 
with Teacher's Ciuide. SV'E. 

• .\ text film which will accpiaint 

the pupil with many of the animals 
and birds he is likely to see at the 
Zoo. The text appearing on each film 
is to be read aloud b\ the teacher. 
The Hatchery-23 frames. B&W §2..^0 


Prim: Reading Readiness 

• .\ more or less follow-up sior\ ol 
the earlier film "Mother Hen." This 
film has the same egg hatching se- 
cjuence except that the hen is re- 
placed In an iiuiibatoi to shcjw 
larger tiuantiiies of thicks being 
hatched. From the egg as delivered 
to tlic hatchery to the chick in the 
crate ready for sale or shipment. In- 
teresting as well as excellent pho- 
tographv and two or three lines ol 
reading matter vers well presented. 
For third grade level. 

A Trip Through Our Schools-$2.50 

Frim: Reading Readiness 

• A picture story (not cpiite 
through production) of a child in 
his first day at school. He \isiis the 
principal, the nurse, boiler room, 
etc. Two or three lines of elemen- 
tary reading matter on each picture. 

Teaelier Training 

The Slidefilm in Teaching— (Film- 

stiip-4ti frames) li.!<.\V. Sl.OO. VAF. 

Adult groups: PTA Teacher's 

Conferences. Audio-Visual Aid 

Training Classes, etc. 

• A filmstrip, done entiieh in origi- 
nal art work, which explains the 
nature and purpose of the Slidelilm 
(Filmstrip) : its applications and 
techniques of use in educaticjii, and 
its relation to other leaching tools 
used by the teacher. 

American Folk Tales— 10 filmsirips, 
250 frames, Color §33.50 a set, §3.95 
each. Curriculum Films, Inc. 

Primary; Eng., Lang. .Arts. Read- 

rng Readiness. 

• Ten delightful talcs in full color, 
from the rich backgrouiuls of Ameri- 
can folk-lore: for supplemeniarv 
reading in the primarv grades. 1 . 
The Rabbit Who Wanted Red 
Wings; 2. Br'er Rabbit and the Tar 
Baby; 3. Shingebiss, the Little 
Broiun Duck; 4. The Theft of Fire; 
5. The Gift of .St. Nicolas: 6. The 
Wild Wliite Horse; 7. Stortnalong: 8. 
Pecos Bill Becomes a Cowboy; 9. The 
Kneehigh .Man; 10. Mule Humans. 






These are called the 
parts of speedi. Each 
one serves a different 
purpose in the sen- 

Making "Paris of Speecli" uiideritaniliil/lt' 

English Grammar Series — (Film- 
strip) B & W. .S2.00 each. S\E. 
Intermediate. Jr. High: Eng. Lan- 
guage i" Arts. 

• The basic concepts of English 
Grammar and sentence structure 
comprise the subject matter of these 
filmstrips: Parts of Speech, Sentence 
Construction, Diagramming Simple 
Sentences, and Diagramming Com- 
pound and Complex Sentences, The 
parts of speech are illustrated in a 
clever analogy between the many 
kinds of words and the many kinds 
of cars on a railroad train. Sentence 
construction is pictured as essenti- 
ally a building process anci the fun- 
damental rules of sentence dia- 
gramming are clearlv pointed out. 
.\|jproximaielv 40 frames })er strip. 

English Language— 14 units of 12 
slides each, with Teachers' Manual 
and Case on the following subjects: 
The Direct Object: Subjective Com- 
plement: The Prepositional Phrase; 
Kinds of Sentences: Parts of a Simple 
Sentence; Sentences — .4ccording to 
Structure: Xouns; Verbs; Verbs and" 
Verbals; and Punctuation. 

Grammar— 3 filmstrips, 155 frames, 
color $18.75 a set, S6.95 each. Cur- 
riculum Films. Inc. 

Intermed.. fr. H.S.: Eng.. Lang. 


• Three full-color filmstrips in story 
form. 1. Subject and Predicate — 
Subject and Predicate leiirn they are 
equally important, as students learn 
to recognize each in simple declara- 
tive sentences. 2. Modifiers—.-ldjec- 
tit'cs and .Adi'erbs — Each envies the 
other's job, but finds he cannot do 
the other's work. 3. Xouns — .\. 
N'oun. would-be movie actor, proves 
he can play the part of people, places, 
things, and ideas, including plurals, 
or feminine forms of masculine 
nouns. Teacher's inamial. 



Primar\- Grades Stories Series — 

(4 sets of t» filinsirips each— approx. 
■15 frames per strip) Color: $30.00 
per set of 6; S6.00 per strip. V.\F. 

Primary Grades; Eng. Lang, and 

• Children's stories done in full 
color by leading illustrators of chil- 
dren's literature, with accompanv ing 
sior\ text apjx-aring on each frame. 
Sjjecial attention has been given to 
the \ocabuiarv load, phrasing, sen- 
tence structure, and arrangement of 
t\j>e to make these strips useful in 
supplementary reading, remedial 
reading, choral reading. sight-sa\ing 
classes, and story-hour jieriods at 
ilie priniar\ siade level. Titles: 
Set No. 1: 

Hansel and GreUl Cat Who Lost Hi^ 

The Little Red Hen Tail 

Little Black Sambo RumpeUtiltskin 

Lion and the .Mouse 

Set No. 2: 

Cinderella Boy Who Went to 

Three Little Pigs the Sorth Wind 

The Four .\tusicians The Dog and The 

The Three Bears Cat 

Set No. 3: 

Chicken Little The dngerbread 
Little Red Riding Boy 

Hood Soah and the Ark 

Drakeslail Kofi, An .African Boy 
Set No. 4: 

The Boy and His The Straw Ox 

Goats Dee Dee Chou and 
Jack and the Bean- His Dog 

stalk The Rabbits and 
Puss in Boots the Frogs 

Vocabulars Building 3 filmstrijjs. 
156 frames, color SI 8.75 a set. S6.95 
each. Curriculum Films. Inc. 

/r. Sr H.S.: Eng., Lang. Arts 
• Three full<olor filmstrips provide 
the groundwork for sound habits of 
developing a vocabularv. 1. The 
Importance of Vocabulary in Com- 
munication— Th& exjjerience of a 
French child who knows no English. 
2. Words and Their Backgrounds 
—The names of familiar things have 
unsusjiected and fascinating back- 
grountb. which the dictionary will 
re\eal. 3. Haw to Develop a Good 
Vocabulary— ](x de\elop)s a formula 
for vocabulary building: a notebook 
for new words, the dictionary, and 
use. Teacher's manual. 

Ways to Better Spelling 4 filmstrips. 
209 frames, color $24.95 a set. $6.95 
each. Curriculum Films. Inc. 
Jr. Sr H.S.: Eng. Lang, .iris 

• Four full<olor filmstrips to help 
develop techniques for mastering 
spelling difficulties. 1. Let's Look 
into Some of the Problems— to mo- 
tivate interest in spelling. 2. Seeing. 
Hearing, and Spelling— how errors 
of substitution, omission, addition, 
and transposition are overcome. 3. 
How to Deielop Aids for Remem- 
bering—using your imagination to 
form menior\-aid pictures, to re- 
member frequent misspellings. 4. 
i'se of the Dictionary in Spelling 
—the dictionary is the basis of good 
spelling habits. Teachers manual. 


Federal Government Series— (5 film- 
strips— appro.x. 40 frames per strip) 
B.&W. Set of 5. SI 2.50. or S3.00 
each. \AF. 

Intermed. Urades.Jr. H13.i1 School: 

CivicSj Social Studies. 

• This series of five filmstrips 
makes maximum use of photogra- 
phy, charts and original art work. 
Designed to l>e used independentlv 
or in conjunction with V.\Fs film 
Meet Your Federal Gox'emment, 
this series closely examines and ex- 
plains the nature and structure of 
our federal go\emment and several 
of its departments. Titles include: 
Our Federal Government, Our Con- 
gress, Department of Interior, De- 
partment of Agriculture, and Post 

Office Department. Teacher's guide 

The Nature of Democracy 7 film- 
strips. 250 frames. Color 533.50 a 
set. S5.75 ea. Curriculum Films. Inc. 

/>. Sr H.S.: Adult: Civics, Hist. 

Soc. Studies. Soc. 

• Fhis series of seven filmstrips in 
full color shows the rights and re- 
sponsibilities of the Eds and Bills 
and Helens of Fairtown— an ideal 
community. Each filmstrip provides 
a basis for class discussion, and stim- 
ulates student interest in current 
problems. Titles: \. Democracy at 
Work: 2. Freedom of Religion: 3. 
Equality Before the Law: 4. Taking 
Part in the Government: 5. Freedom 
of Expression: 6. Education; 7. By 
and For the People. Teacher's Man- 

United Nations Series— (2 filmstrips 

— approx. 39 frames each) B.&W. 

Set of 2, $5.00; or $3.00 each. \.\¥. 

Jr. Sr. High Schools: Social Stud. 

• This series of two slidefilms deals 
with the needs, purposes, and struc- 
ture of the United Nations Organiza- 
tion. It is designed to be used sep- 
arately or in conjunction with the 
VAF film We the Peoples. Includes 
the titles \eeds and Purposes of the 
Charter, and The Charter's Organi- 
zation. Teacher's guide included. 

Kec^piii^ Fit 

Physioal Edu<*atioii 

Better Baseball 10 filmstrips. 500 
frames. Color. $50.00 a set. Curricu- 
lum Films. Inc. 

Jr, Sr H.S.: Col: Phys. Ed. 
• Ten filmstrips in full natural 
color. Major league players demon- 
strating covering infield and outfield 
jKJsitions. base running, sliding, hit- 
ting, pitching, catching, and coach- 
ing (P) Feller, Head: (C) Robin- 
son, \V. Cooper: (IB) Mize, Cava- 
retta: (2B) Gordon. Herman: (SS) 
Peskv. Marion: (3B) Keltner, Kur- 
owski: (OF) Keller. Reiser: (Bat- 
ting) Williams: (Bunting) Reese: 
(Coaching) Rolfe. Dressen: (_Base 
Running) Case, Stimweiss; directed 
by Ethan .\llen, head baseball coach 
at \ale Universitv. Coach's manual. 

Football — The T Formation— 14 
filmstrips. 450 frames, color. $50.00 
a set. Curriculum Films. Inc. 

Jr.. Sr. H.S.. Col.: Phys. Ed. 
• Fourteen full color filmstrips 
showing detailed step-by-step de- 
veloj)ment of 14 basic plavs of the 
T-Foniiation, photographed in ac- 
tual scrimmage against 4, 6 and 7 
man line defenses. Completely dia- 
grannned. with photo sequence 


N V E \ T O R ^ S3 


kevcd to the diagrain. .Each jjUimt 
in ilisiiiicti\e color, lor easy idciiii- 
ficaiion. Supervised by Howie Odell, 
head loolball coach ai ^alc I'ni- 
veisiiv. Coach's manual. 

Il«'altli and Safolv 

Dental Heahh Education - (Fiini- 

sirii)-")(i Iranics) li.<;W. .S2.()(). S\ V. 
Elementary Grades, jr. 
Schnnl: Health, Science. 

• (Completely revised in aciorilancr 
with the latest developments in ilu 
IkIiI oi dental health eikication. this 
lilm has been edited and appiovet! 
I)\ ilu American Dental /Association. 
1 he lilm stresses the child's own re- 
sponsibility ior practicing good den- 
tal health measures. 

(;<)od Health Series— (Ci filmsirips— 
approx. 11 lianus per strip) B.&W. 
115.00 set of 6, or $3.00 each. Y.\F. 

Intermediate Grades; Health, 

Gen. Sci. 

• This series ol tj (ilmstrips is 
especially designed to correlate with 
leading health textbooks at middle 
grade le\el. All done in original 
art work, they are built around to|)- 
ics which are emphasized at this 
grade level and point out desirable 
habits of health and cleanliness. 
Titles include: You and Your 
Clothes. Pesky— the Cold Bug. You 
and Your Food, Your Posture— Good 
or Bad, Bacteria— Good and Bad, 
and Insect Pests and Disease. Teach- 
er's guide included. 

Safety Series— (8 filmstrips— approx. 

54 frames each) B.&VV. |2.00 each. 


Upper Grades, Jr., .Sr. High 
School, Adult Groups: Safety. 

• This series, originally a co-opera- 
tive program involving the National 
Safety Council, Coronet Magazine, 
and .SVE, has been (ompletely re- 
vised and covers home, factory, and 
(ommunity safct\ problems. Titles 
in( hide: 

Fire Safety 

Recreation Centers— A Caiinnuuity 

Traffic Safety 
Don't Be a Jerk (Safety Practices 

with Laboratorv and Electric 

Are You Safe at Home? 
Safe Only in Smart Hands (Small 

Machine Tools) 

Drink only wutv you fcnow it pur*. 

.4 scene jroni the "C-ood Health Seriei" 
(Yuuiia America Films) 

Pedaling Pointers (Bicycle and Pe- 
destrian Safety) 
.Make Your a Xo-.4ccident Polity 
(Sunmiarv of .\ccident Siiuation) 
Living Safely Series— (4 filmstii|)s— 
approx. 43 frames each) B.)v.\\'. 
SI 0.00 set of 4, or $3.00 each. \ AF. 
Elementary sthools: Safely Edu- 
• Tliis series of 4 filmstrips uses 
photography, charts, and original 
art work to promote discussion and 
learning of the safety topics most 
important to children. Titles in- 
clude: Lit'ing in a Machine Age. 
Safety on the Streets, Safety in the 
Home, and Safety at School and til 
Play. Teachers "uidc included. 

The Handy Twins, Mr. Soap and 
Mr. Brush, help Jane and Jim. 

Scene fium the "Primary Health Series" 
(Young America Films) 

Primary Health Series— (() filmstrips 
—approx. 3(3 frames per strip) B.Sc\\'. 
.Set of G, SI 5.00: or $3.00 each. YAF. 
Primary grades: Health, Science. 
• .\ series of 6 filmstrips specifically 
iniigiated with leading health text- 
books for this le\el. These strips 
are done in original art work, and 
are built around the health topics 
which are stressed in curriculum out- 
lines and texts for the primary level. 
Special attention has been given to 
the vocabulary load in each of these 
filmstrips. Titles include: Keeping 
Clean, Straight and Tall, Strong 
Teeth, Foods for Health, Rest arid 
Sleep, and Keeping ]]'ell. Teacher's 
liuide induded. 



Circle Club Arithmetic Teaching 
Strip 64 frames, Color, §6.50, Paul 
Brand & Son. 
Prim.; Math. 

• Circle Club filinstrip designed for 
the purpose of gearing students to 
a faster tempo after mathematical 
concepts have been well established. 


Elements of Art— 8 filmstrips, 250 
frames. Color $33.50 a set, $4.95 
each. Curriculum Films, Inc. (JHO) 
Intermed, Jr. H.S.; Art 

• Eight fidl-color filmstrips that 
help the art teacher lead each child 
to meaningful experiences that will 
enal>le him to express himself better 
through painting and chawing. 
Teacher's manual suggests classroom 
activities to help the child "discover 
for himself." Filmstrip titles: 1. 
Lines; 2. Shapes: 3. More Shapes; 
4. Solid Shapes: 5. Color: 6. Using 
Color: 7. Proportion; and 8. Paint- 
ing a Picture. 

f€>r Seieiice 

It also ser\es as a motivating factor 
for stimulating students. This film 
focuses the complete experience of 
student on a practical level. Part 1 
—Simple Facts; Part II— Complete 

Hughes Educational "Circle Club" 
Kit— (Multiplication & Di\ision) (1 
Filmstrip, with manual, cards, re 
lated material) . Color. $25.00 pei 
Kit. Biand. 

Elementary Grades (3-4); Aritli- 

• This Circle Club Kit contains mo- 
tivational material as an aid in teach- 
ing the important facts about multi- 
plication and division. It is designed 
to "do away" with the rote menior\ 
work involved in learning the multi- 
plication tables. It was invented b\ 
Mrs. Mary Hughes, teacher at the 
Elementary School in McLean, Va. 
Kit includes 31 cards which contain 
36 facts in multiplication, and 36 
facts in division; a progress chart; a 
teachers' manual; and a filmstrip 
containing all the facts found on the 



Applying Geometric Logic— 4 tiliii- 
strips, 145 frames, Color S14.95 a 
set, S4.95 ca. Curriculum Films. Inc. 
Sr. H.S.: Math. 

• Four full-color hlmstrips in which 
(crtain kinds of reasoning, learned 
and practiced in Geometr\ classes, 
are applied to problems of everyday 
life. Consultant: Henrv \\'. Syer of 
Boston Unixersity. Filmstrips arc: 
Definitions and Key Words: Deduc- 
tive Reasoning; Induction, Analysis, 
and Indirect Reasoning: Mistakes in 
Thinking. Teacher's manual. 

Foiinations of Geometry— 2 film- 
strips, 90 frames Color ,S7.95 a set. 
S4.95 each, Curriculum Films, Inc. 

\* Two filmstrips in full-color, a 
\ isuali/ation of postulates as the 
foundation of the structure of ge- 
ometric proof. Examination of 14 
basic postulates, with their evervday 
applications, shows we can assume 
them to be true without proof. Con- 
sultant: Henry \V. Syer of Boston 
I'niversity. The filmstrips: "Postu- 
lates: Lines;" "Postulates: Triangles 
and Circles." Teacher's manual. 

Geometry in Art— 57 frames. Color. 
S4.95; Curriculum Films, Ins. 
S). H.S.: Math. 

• First of a series on applications of 
(.cometry to everyday life. Illus- 
trates how Art uses geometrical pat- 
terns, forms, planes, and svmmetry 
for certain formal effects. Consult- 
ant: Maitland Graxes, Pratt Insti- 
tute. Teacher's manual. 

Integral Calculus Series — (3 Film- 
strips, approx. 50 frames per strip) 
B.&W. S2.00 each. SVE. 
College Level; Mathematics. 

• This series of three titles. Areas 
of Integration. Double Integrals, 
and Triple Integrals, was prepared 
b\ Edwin A. AVhitman, Associate 
Professor of Mathematics at Car- 
negie Institute of Technologv, Pitts- 
burgh, Pa. Graphic illustrations 
visualize the concepts important to 
the understanding of the principles 
of integral calculus. The rectangu- 
lar co-ordinate system is utilized to 
de\elo|j the basic principles em- 
ployed in findings the areas bounded 
bv cur\cd lines and the volumes of 
solids hounded b\ curved planes. 

I ,■ .1. frame fro'- . SI E filmstrip 

series for integral calculus study. 

Introduction to Plane Geometr)— iS 
filmstrips, 318 frames, color, §29.95 
set, S4.95 ea. Curriculum Films. Iiu. 
Sr. H.S.: Math. 

• Eight full-color filmstrips gi\c a 
stcp-b\-step visualization of difficult 
aspects of the Plane Geometrv cur- 
riculum; new terms and concepts 
are related to the student's own ex- 
perience. Consultant: Henrv \V. 
Syer of Boston Universitv. 1. One 
Filmstrip, Introduction to Plane 
Geometry: seven on necessarv vo- 
cabulary 2. Lines and .Angles I: 
3. Lines and .Angles II— Relation- 
ships; 4. LineSj Relationship— Direc- 
tion, Perpendicular Lines: 5. Tri- 
angles; 6. Polygons: 7. Circles I: 
8. Circles 11; Teacher's manual. 

Locus 1 filmstrip. 59 frames, Color 
.S4.95, CUirriculum Films, Inc. 
Sr. H.S.: Math. 

• .\ simple, thorough explanation 
of the concept of locus, with ex- 
amples from daily life. \'i\id appli- 
cations of 5 basic loci to common 
experience. Consultant: Henry W. 
Syer of Boston University. Teacher's 

Plane Geometry Series— 2 filmstrips 
—approx. 50 frames each. B&W. 
S2.00 each. SVE. 

/)"., .Sr., High School; Mathematics. 

• These strips. Introduction to 
Plane Geometry and Basic Angles 
and Experimental Geometry, are the 
first two of a comprehensive series 
of twelve (others now in produc- 
tion) which will cover the most im- 
portant areas of plane geometrv. 
Materials include vivid pictures tak- 
en from daily environment and arc 

Special Note: All Curriculum Films 
subjects listed in these Inventorv 
jjages are naiionallv distributed bv 
the fam Handy Organization, Inc. 

all within the pupils experience, 
thus cmphasi/ing geometrv as a 
practical subject which opens the 
door to many occupations and 
trades. Student participation is en- 
couraged bv selected c|uestions which 
appear at regular intervals through- 
out the films. Class participation is 
also encouraged by a mastery test 
presented at the conclusion of strips. 

Cponoral S««i«»nc*o 

Heat Series (11 filmstrips) .\pply 
for Price. J HO. 

Intermed.. Jr. H.S.: Science. Phy. 

• The Heat Scries is the newest iniit 
in the Jam Handy "Air .\ge Phvsics" 
series of instructional filmstrips. The 
material has been arranged to tie in 
with reading materials, standard text- 
books, laboratory work and other 
special assignments. The informa- 
tion in each filmstrip is organized 
into several lessons, tpiestions, ex- 
planations of principles, and sum- 
maries of the material presented. 
Titles include: Temperature, Heat 
Ex pansion , Gas Expansion, Measure- 
ment of Heat, Fusion, Vaporization, 
Refrigeration, Humidity. Heat 
Transfer, Putting Heat to ]Vork. and 
Internal Combustion Engines. 

The Honey Bee— Part One, 29 slides; 

Part Two. 24 slides. Color. Part 

One. S15.95: Part Two. S13.20. 


Prim., Intermed.. Jr.. Sr. H.S., 
Adult: Biol.. Clubs. \al. Sci. 

• Part One — Transparencies pic- 
ture: queen workers, drones, close- 
ups of cells containing honey, capped 
and uncapped cells, swarm of bees, 
beekeeper's tools, larva and eggs, 
cells full of nectar, cells full of 
honey, five nectar producing blos- 
soms, etc. 

Part Two — Transparencies pic- 
ture: honev harvesting, extraction, 
clarification, jjackaging and uses. 
.Authoritative Study Guide included. 
Magnets— (Filmstrip — 4G frames) 
B.&W. S3.0(). \.\¥. 

Intermediate Grades; Science. 

• .\ filmstrip demonstrating some 
of the essential facts about the na- 
ture and behavior of simple bar 
magnets, built around the activities 
of two children who learn what a 
simple magnet is, and some of the 
things it can do. Designed to be used 
inde)jendently or in conjunction 
with the \.\¥ sound films of the 
same title. Teacher's "uide included. 

T N \ E N T O R Y 3 5 


•* ',1 . . '.. ^ ' » -.-■-"- / 

A scene from the "Our Earth Series" of five 
lilmstrifys ftrdducrd b\ Join Hundy. 

Some planetoids ar« fttt* Urg*, uft«v*n rocks. Ttw 
bigg*«t onm known n almost 500 miles in diamator. 
About 1^00 planatoids ara well-known and many 

Sii-nc from JHO "iAv Series "—lilnistrips es- 
pecially suitable for general science classes. 

Scene from "Matter & Molecules" filmstrip 
strirs also jnnduced by Jam Handy. 

GENERAL SCIENCE Biology of Spiders-The Black Uid- 

Mattei" and Molecules Series — (6 

filiiistiips — apjjrox. 60 frames per 
strip) B.&VV. $25.95 set ot 6, or §4.50 
per strip. JHO. 

/)'., Sr. High Schools; Science, 


• Tested ill actual classroom prac- 
tice, this series is designed to co- 
iiiide with the accepted science cm- 
riciilum of secondar\ schools. Each 
lesson is followed by a review and 
{juiz section lo insure full studeni 
fjrasp of the subject matter. The 
material in liiese strips relates to the 
everyday interests and experiences 
of the student. Titles include: Why 
Study Physics?, Matter, The Struc- 
ture of Matter, Effects of Molecular 
Motion, Molecular Fortes in Matter. 
and Molecular Forces in Liquids. 

Nature's Enchanted Weedland Se- 
ries— (6 filmstrips— approx. 36 frames 
per strip) B&W S2.00 each SVE 

Jr., Sr. High School, College; Gen. 

Sci., Biology, Entomology. 

• This new series of filmstrips was 
created by George Jenks, nationally 
known photographer and writer in 
the field of nature study. Pictures 
of specimens were taken either in 
I 111 field or in the author's labora- 
ii)i\. Instruction text on frames. 

One of the typical frames in the "Biology 
of Sjnders" filmstrips produced by SVE. 

... the spiderlings 
rtay in tha sac while 
they molt once or 
twica,and take on the 
immatuie Black NITkI. 
ow markingf. 

Biology of Spiders — Reproduction, 

The Black Widow 
Biology of Spiders— Biological Con- 
Biology of Spiders— Spider Houses 
Biology of Insects— Protective Model- 
ing and Color 
Biology of Insects— Active Camou- 
Nature Study Illustrated Series — 
(Revised) 30 filmstrips— approx. 40 
I lames per strip. B.S:\V. Single strij) 
with manual, §2.50; .Any selected 15 
strips with manuals, §33.50; coni- 
jjlete set of 30 witli manuals, S62.50. 

Intermediate grades, Jr., Sr., High 
School; Gen. Science, Biology. 
• This well-known nature series, 
coxeriiig animal life, plant life, bird 
life, insect life, and meteorology, 
lias been completely revised by the 
well known naturalist. Dr. Gayle 
Pickwell. Captions and sub-titles on 
the film are supjsleniented by a 
teacher's manual which includes 
question and discussion outlines. 
Titles include: 

Frogs, Toads, and Salamanders 
Animal Series: 

How .inimals Get Food 
How .Animals Get Air 
Hoiv Animals Protect Themselves 
How Animals Grow Uj) 
Hoxu Ajumals Reproduce Them- 
Bird Series: 

Bird Studies From Coast to Coast 
Birds and Their Nests 
Bills and Feet of Birds 
Insect Series: 

Silverfish to Stingitrg Bees 

Butterflies and Moths 

Yellow Jackets 

Insect Life Histories 

Insect Dragons of Air and Water 

Little Journey Series: 

Life on the Desert 

The Story of Glaciers 

Sea Beach, and Tidepools 

The Redwood Trail 
Mammal Series: 

Opossums to Bats to Picket-Piyis 

Mountain Lion to Deer to Harbor 
Plant Series: 

Famous Forest Trees 

Western Wild Flowers 

Trees of Valley and Foothill 

Ferns and Horsetails 

Mushrooms and Puffballs 
Rej)tile Series: 

Bug-eating and Blossom-eating 

Slitliering Snakes and Hard- 
Shelled Turtles 
Spiders: Sl)iders and Their ]Voih 
Weather Series: 

Climate and Elfm Forest 

Clouds and Weather 
Our Earth Series— (5 filmstrips— ap- 
prox. 66 frames per strip) B.&W. 
§22.50 set of 5, or $4.50 per strip. 

hitermed. Grades, Jr. High School: 

Gen Science, Geology. 
• This series was presented to lieljj 
teachers present the basic concepts 
about our earth. Students are given 
the opportunity to see our planet 
as s(iciue sees it. to see it changing 

A familiar scene from one of the "Nature 
Study Illustrated" filmstrip series of SVE. 



appearance and to learn some of the 
stories it tells of the geological past. 
Thous^h the series is organized into 
3 strips and a total of 1") lessons, each 
a separate unit in itself, it can also 
be used lo tie in ^\iih suppkimiiiarv 
reading materials, seiiim- jnojetts. 
and other classroom attiv ities. Titles 
include: Horn We Think Our Earth 
Came to Be. Our Earth Is Chaiis.iii". 
How Roclts Are Formed. The Story 
of the Earth We Find in Rocks, and 
The Soil. 

Our State Flowers-Set of 41 2x2 

slides. Color, S22.55, PP\'.S. 

Intermed., Jr., Sr. H.S., Col.. 
Adult; Biology, Clubs, Nat. Sci. 

• This set of American beauties 
presents in real-life color the floral 
representatives of our states and ter- 
ritories. The State Flower move- 
ment was started by New York in 
1890. Other states followed the ex- 
ample, the majoritx' approving b) 
legislati\e action tlie \ote of the 
school children or the recommenda- 
tion of women's clubs, state histori- 
cal societies, or simply the indica- 
tions of common consent. Stud\ 
Guide included. 

The Sky Series— (7 filmstrips — ap- 

prox. 53 frames per sidjjcct) B.&W. 

.S3I.50 per set of 7. or .S4.50 per 

strip. JHO. 

Intermediate Grades, Jr. High 
School: Science. Introductory As- 

• The seven filmstrips in the Sky 
Series are organized into 20 units 
on elementary astronomy, closely 
correlated with intermediate grade 
level and junior high school science 
textbooks. The strips, with accom- 
panying text, build the concepts of 
the stars, the solar s\stem, the moon, 
and how we find out about the sky. 
The student sees their relationship 
to the earth and to one another. 
The controlled \ocabular\ of the 
Sky Series makes it useful also as a 
reading tool in the intermediate 

Titles in Jam Handy Sky Series 
include: A Multitude of Suns 
Stories of the Constrllalions, The 
Su)i\s Family. Intcreslins! Things 
About the Planets. Our Neighbor 
The Moon. The Changing Moon 
and Ho-,r We Learn About the Sky. 




This new edition of the Films 

Incorporated school list 

catalog is more than simply 

a list of fine entertainiiicnl 

films in 16inm. 

h is a detailed reference 

guide for the use of such films 

to enrich school studies. 














Ready for yow now.' 


i n n rn n r /I t P ri k ^^^^ '°^ ^"^ ^^^^ catalog today, just send 

this coupon to the address nearest you. 

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San Francisco 4, Calif. ■ 68 Post Street 

Los Angeles46, Calif. ■ 8479Melrose Ave. 

Dallas 1, Texas ■ 109 North Akard St. 

Atlanta 3, Go. ■ 101 Morietta Street 



— I 

We have the use of a 16mm sound D silent D projector | 

Your Visual Education 

♦ Wherever possible, consult 
your local visual education deal- 
er for fmther information con- 
cerning the films listed in these 
Inventory pages. More than like- 
Iv he alreadv has most of them 
in his librarx and can arrange 
|)re\iews where neccssarx. The 
descriptions furnished here are 
intended to minimi/e that pre- 
\iew need as much as possiiile. 

Dealer Can Serve You 

^ ou will find that members of 
the National .\ssociation of Vis- 
u;d Education Dealers maintain 
high standards. Most dealer 
specialists in the audio-visual 
field are also equipped to main 
tain projector service where 
needed. They also carry a com- 
plete stock of essential accesso- 
ries such as screens, lamps and 
tubes and other replacements. 






* ciiu ricTuiE %^_>^ or omca miioiis 




The first film production by tlie 
Department of Public Infor- 
mation of the United Nations 
is made entirely of authentic 
documentary material which 
shows how in the midst of 
war, the idea of the Unite<l 
Nations was born. 

It shows the part the people 
of the world played in shap- 
ing the organization. It points 
out clearly what the people of 
every country must do in mak- 
ing sure that its great purpose 
of world peace and security 
is achieved. 

i6 mm h/w tiound. *' reel 

reiitiil $-:..''ti}^giiijjte day 

mile f.{7..'li lint 

Official Distributors in 
the United States 


> NATIONS, Inc^ 

55 WEST 45th STREET 
NEW YORK 19, N. Y. 

Ask your dealer or wrlie tis for nemirsl address 
Mheie film Is ■\ilUtde. 

VVrlie for >our (-oiiiiitltiii-i)lar> topy or our Kenlit 
rit«|og nr Sales release:) of tUmi on fnrf i^n 
nations. Stale which one. 


Air Age Chart Series— (6 classroom 
\\all charts) color. .'SI.OO each, or 
S5.()0 set of 6. Air .\ge Education 

Intermed.. Jr., Sr. High SiIidoI: 
Social Studies, Geography, Science. 

• The essentials of aeronautics are 
explained in clear pictorial form on 
these 6 large (35" x47") picture 
charts, printed in full color on heavy 
jiaper. The series presents a com- 
plete course in the science of aero- 
nautics organized into 6 units. Non- 
technical textbooklets supijlemcniing 
the material on each chart may be 
had at 25c each, or $1.25 for the set 
of six. Titles include: Meteorology, 
.Aerodynamics, NaTigation^ The Air 
Ocean, Aircraft, and Radio Naviga- 

Air Age Wall Map Series— (9 wall 
maps— 32"x40" each.) Two and Four 
colors. 51.00 each, or $7.00 for the 
set of 9. 

Intermed., Jr., Sr. High School; 

Geography, Social Studies. 

• .\ series of world maps centered 
on nine principal regions of the 
world. Each pictures how a person 
in that area looks at the world 
around him. The new idea is useful 
in teaching world relationships. 
.A/imuthal equidistant projection, 
printed on heavy paper. The maps 
centered on the United States and 
South America are slightly larger 

(42"x50") . Titles include: The 
World Around the United States, 
The World Around South America, 
The World Around Europe, The 
World Around Alaska, The World 
.Around the U.S.S.R., The World 
Around China, The World Around 
.{ustralia. The World .Around South 
Afri(a, and The World .Around 

British Commonwealth of Nations 

(Free) 3'2i/^" x 2' Color BIS. 
Intermed, Jr, Sr HS, Col; Cii'ics^ 
Geog, Geol, Hist, Soc. Studies, Soc. 

• Shf)ws forms of Government and 
the princi])al products of the British 
(Commonwealth ot Nations, in this 
(olorccl map. 

British Territories in Africa— (Free) 

22" x 33" Color BIS. 

Intermed, Jr. Sr HS. Col: Civii.s. 
Commercial^ Gen, Sci, Geog, Hist. 
Soc. Studies, Soc. 

• Shows forms of go\ernment and 
principal exports of the British Ter- 
ritories in .Africa. Illustrated. 
Maps of Britain - 81/^" x 13" line 
maps, set of 6, (Free) . BIS. 

Intermed.. Jr.. Sr. H.S., Col.: Civ- 
ics, Gen. Sci., Geog., Geol., Hist., 
Soc. Studies, Soc. 

• Set of 6 line maps of Britain, 
showing counties, physical features, 
geographical regions, populations, 
natural resources and agriculture 
and industries. 

Map of Great Britain - 2'6" x 3'4" 
Color. BIS. 

Intermed.. Jr.. Sr. H.S., Col.. Cw- 
lis. Gen. Sci., Geog.^ Geol., Hist., 
Ind. Arts, Soc. Studies, Soc. 

• Map shows the natural and in- 
dustrial resources of Great Britain. 
Map of Malaya-(Free) r5" x I'lO" 
Color. BIS. 

Intermed., Jr.. Sr. H.S., Col.; Civ- 
ics, Commercial, Geog.. Geol., 
Hist., Soc. Studies^ Soc. 

• Map shows the British colonies and 
protected States and principal prod 

Scenic Posters of Britain — set of 6, 

1'8" X 2'6", Sepia, (Free) BIS. 
Intermed., Jr., Sr. H.S., Col.. 
Adult: Civics, Clubs, Eng., Lang. 
.Arts, Geog., Geol., Hist., Soc. 
Studies, Soc. 

• A set of 6 sepia posters on the fol- 
lowing subjects: Houses of Parlia- 
ment, St. Paul's Cathedral, Ludlow 
Castle, Shakespeare Memorial Thea- 
tre at Stratford. Queen Mary Dock- 
ing at Southampton, Gas from Coal. 

Excellent Map Sources 

• New maps, charts and globes of 
the following concerns will be listed 
in these pages next month: 

1. George Cram Co., Indianajiolis. 

2. Denoyer-Geppert Co.. Chicago. 
.'5. .\. J. Nystrom Co., Chicago. 111. 
4. Rand McNaliy Co., Chicago and 
New York. 






Academic Films 

Academy Films 

Arthur Barr Productions 

British Information Service 

Castle Films 

Coronet Instructional Films 

Dudley Productions 

Encyclopedia Britannica Films 

Films of the Nations 

Frith Films 

Knowledge Builders 

March of Time 

National Film Board of Canada 

Official Films 

Pictorial Films 

Simmel-Meservey Films 

Teaching Films, Inc. 

United States Government Films 

Vocational Guidance Films 

Young America Films 


Nr\\e for our new Educational 




!8 East Eighth St. • Chicago 5, II 
Offices in Principal Cities 


Mission Life— (15 niin.) Sound. 
B.K.W. Rental, S2.50. IPC. 

• This picture presents life on a 
mission in Spanish California. It 
includes many of the activities of 
the time, such as adobe brick mak- 
ing, threshing, candle making, grind- 
ing of grain, tortilla making, weav- 
ing, and the preparation of hides. 
Placer Gold— (10 min.) Sound. 
H.&.\V. Rental, $1.65. IPC. 

Intermed., Jr.. Sr. H.S.: HisliDw 
Social Studies. 

• This film shows how gold was 
rcc()\ered bv the primiti\e gold pan, 
cradle and sluice box known to the 
Californians of '49. 

The Seashore— (10 min.) Sound. 

Color. Rental. 53.85. IPC. 

Intermed, Jr., Sr. H.S.: Gen Sci- 
ence, Biology. 

• This film brings the typical 
marine and plant life of our western 
Pacific seashores to the classroom. 
Trucking— (10 min.) Soiuid. B.&W. 
Rental, S1.65. IPC. 

Intermed.. Jr.. Sr. H.S.: Social 
Studies. Commerce. Transjjorta- 

• This film shows the importance 
ol motor trucking to our .American 
life. Special emphasis is gi\en to 

, livestock hauling. 

All of the abo\e Arthin- Barr Pro- 
ductions ,and others) are nationally 
distributed by Ideal Pictures Corpor- 
ation, with offices in manv principal 

Selected for Youngsters 

Circus .A.nimals— (10 min.) Color 

575.00. Academy 

Prim., Intermed.: Reading Readi- 
ness, Soc. Studies, Lang. Arts. 

• Elephants, ponies, zebras, show 
horses, and seals are pictured in this 
film. The chief character. Jumbo, a 
large elephant, pulls wagons, unloads 
a tent, etc., drinks and then is clean- 
ed and dressed in his colorful circus 
blanket. Shorter scenes show camels 
and horses being groomed and di- 
rected in some of their circus activi- 
ties. The film closes with a parade 
of circus animals and people. Bril- 
liant color, good pace, and fine sound 
track, .\nothcr film. Circus People, 
is offered in this series. 


Designed and built to the exacting 
specifications of audio-visual specialists 
v/ho asked for a 

professional 16mm. 
sound-on-film projector 
for the Salesroom, 
Classroom & Auditorium 

The newest DeVRY projector is: 

(1) SMALL — 

Compact as a portable typewriter 


Easy to carry as a portable radio 


Finest of materials and workmanship 


Fits the most modest budget 

DeVRY engineers designed them. 
DeVRY craftsmen built them. These beau- 
tiful, efficient and durable I6mm. sound- 
on-film projectors reflect DeVRY's more 
than 3-i years of motion picture equip- 
ment inventive and development experi- 
ence. Into them has gone the same crafts- 
manship that builds DeVRY 33mm. 
projectors and amplifiers, which are doing 
so much to produce "the perfect show" in 
the world's finer theaters. 

These new DeVRY professional l6mm. 
sound-on-film projectors are on the way 
to you. Watch for them. Wait for them. 

DeVRY Corporation SHJ-DIO 

1111 Armiloge Aver.ue 
Chicogo 14, Illinois 

Send me without obligotion, lotest informolion 
on DeVRY 16mm. Projection Equipment. 






The BRAY STUDIOS, INC. have just com- 

pleted and now offer the following films: 


1 reel sound Rental $3.00 Sale $50.00 

Anatomy and Function of 
larynx and pharynx are de- 
scribed in detail. Actual pho- 
tography shows vibration of 
vocal cords. How food and 
air are directed into their 
respective channels by the 
closure of the larynx during 
swallowing is fully demon- 

1 reel sound Rental $3.00 Sale $50.00 

Functions and anatomical 
structure of the skin are 
shown in full detail by abun- 
dant animated drawings. 
The role played by the skin 
in the regulation of the body 
temperature is an important 
feature. The permanency of 
fingerprints is explained. 
Care and cleanliness are 
urged for the preservation 
of the natural beauty and 
health of the skin. 

1 reel sound 

Rental $3.00 

Sale $50.00 

Photographs and animated 
drawings show the anatomy 
and the functioning of the 
foot as a means of propul- 
sion and a bearer of weight. 
The longitudinal and trans- 
verse arches are described 
with their funaional pur- 
poses. The walking step is 
analyzed showing mecha- 
nism of weight support and 
propulsion. The effect of 
sound feet upon general 
health is emphasized. 

1 reel sound Rental $3.00 

Sale $50.00 

The important anatomical 
features of the kidneys, ure- 
ters and urinary bladder are 
depicted. Animated draw- 
ings describe the functional 
relationships of each, also 
the process of urine forma- 
tion and elimination of 
waste matter. 

Write For NE)V Complete Catalog 


729 Seventh Avenue New York 19, N. Y. 

General Interest Film Sources 

A\'.\.sr resource of general interest films, useful in 
iiian\ aieas of the curriculum and widely used foi 
auditorium, club and similar program purposes, h;i- 
not been included in this first section of our See & He.xu 
Inventory effort. 

The English class, music and art appreciation group, 
and dramatics class as well as clubs and student activity 
organizations should be particularly interested in the 
materials available from this source. 

Our best advice is that vou obtain complete catalogs 
of the principal sources of such films. The following 
list will be especially helpful: 

Association Films, 347 Madison Ave., New York 17. Offices in 

Chicago. San Francisco and Dallas. 
Astor Pictures Corporation, \S0 W. 46lh St., New York 19. 
Castle Films, Div. of United ^Vorl(l Films. Inc., 30 Rockefeller 

Plaza. New York 20. 
Commonwealth Pictures Corp., 729 Seventh Ave., New York 19. 
Eastin Pictures Co., Davenport. Iowa. 
Films, Incorporated, 330 W. 42nd St., New York 18. Offices in 

Chicago, Portland, Dallas, Atlanta, Los Angeles and San 

Film Guild of America, 209 W. Jackson Blvd., Chicago 6. Dis- 

tributoi for Official Films. 
Film Highlights, Inc., 330 W. 42nd St., New York 18. 
Hoflberg Productions, Inc., 620 Ninth Ave., New York. 
Ideal Pictures Corporation, 2.'f E. Eighth St., Chicago 5. Offices in 

17 otlier principal cities. 
International Film Bureau, 84 E. Randolph St., Chicago 1. 
Nu Art Films, Inc., 145 W. 45th St., New York 19. 
Official Films, Inc., 25 W. 45th St.. New York 19. 
Pictorial Films, Inc., 625 Madison .\\e., New York 22. 
Post Pictures Corp., 723 Seventh .Avenue, New York 19. 
United World Films, Inc., 445 Park Avenue, New York 22. 




F. R. G. S., explorer, 
naturalist, author, 
lecturer, producer 
of "Africa Speaks" 
and other notable 
motion pictures. 




22 mm. -5150.00 


11 mm.-S75.00 


11 mln.-$75 00 

Ever since Paul Hoefler produced the 
first l6mm color and sound motion 
picture, his work has been distin- 
guished for photographic excellence, 
high sound fidelity and accurate, in- 
teresting presentation. Preview 
prints of current releases, in /«// col- 
ijr and sound, are available, charges 
prepaid. Print prices include reels 
and cans. 

Western Air Trails NO. 1: Mag- 
nificent ground and aerial scenes of 
old Taithful, Grand Canyon of the 
Yellowstone and other natural won- 
ders; wild life, lishing and dude 

Companion teaching films of unu- 
sual merit, high-lighted by exciting 
fishing scenes aboard tuna clippers 
in Central American waters, plus 
the complete tuna packing process. 


*^'^ Salc"D1vision-612y, So. Ridge.ey 



Educational Recording Sources 

BEtiALJSE ol space liniiiaiions. a lull lisiiiig oi New 
Materials in the field ol idiiratioiial recordings 
has been held over lor special aiieiuion in a lortluoiii 
ins; issue. Ralhei' than (Ul or dilele these listings, we 
L;i\c \ou this round up ol priuKUA sources. This will 
also he ani|)lilied in (()nsiderai)le delail when the full 
In\enloi\ is piisented. 

The well-balanced audio-visual |)rograin includes 
pleiHs ol attention to sound materials as well as visual 
tools. 1 hese "readv-made" programs provide excelleni 
bai kgroiuul. 

Remember that )oiir local record shop is also a 
source of good classroom materials— but only of 78 
ijini reiordings. Ihc slow-speed (33-1 3 rpm) discs 
iiiaile lo oriler for educational use are distributed only 
l)\ these special sources or i)\ their distributors: 

Biisadier, Van Norden, & Staff, Inc., IVlroliuin Blcig., Los Angeles. 

Coluniliia Broadcasting System, Educational Dcpaitmciil, 48.') 

M;ulis(.M Ave. New York 22. N. Y. 
Federal Radio Education C.ominictee, I'. S. OfTice of Education, 

Wasliinglon. D. C. 
Lewellcn's Productions, .S ,S. Michigan Me., Chicago 3. 111. 
Linguaphone Institute, 13 RC..\ BUtg.. New York 20, N. Y. 
Popular Science Publishing Co., Audio-Visual, 353 Fourth Ave., 

New ^oik 10. NY. 
New York I'niversity Film Library, Recording Division, 26 Wash- 

ingioM IM.uc. New ^olk 3. N. Y. 
Radio Arts Guild, Wilmington. Illinois 
Radio Coqjoration of America, Educational Department, Camden. 

N. J. 
Training .4ids, Inc., 7414 Beverly Road. Los .Angeles 36. Calif. 
Decca Records, see your local record shop. 

A complete 
for Schools and Colleges 

for new or old films . . . 


We have an up-to-the-minute record of virtually all educational films 
available in the United States and Canodc. Thousands of these pic- 
tures are right here in our own library ready for rental or purchase. 
If we do not have the film you wont we will tell you where you con 
get it. 

AsW us first and save time 

international Film Bureau, Inc. 

84 East Randolph Street, Chicago 1, Illinois 


HERE IS A MUST for your film library ... a unique color fifm 
presented in a refreshingly new film technique ... a film about the 
imaginary lines which divide people from each other . . . 


For rental at nominal costs consult your Film 
Rental Library . . . For purchase write us for 
a list of our dealers in your area. 

Produced by 

International Film Foundation, 

JULIEN BRYAN, Executive Director 


N. Y. 








Thirty-one "flash" cards ( 17"x 
19'^) printed in bright colors. 
One side shows the number 
being studied; the reverse all 
the combinations, both multi- 
plication and division, which 
make that number. A color 
filmstrip, manual, charts and 
work books: $25.00. (With 
two black & white test film- 
strips $28.50) 


One thirty-one frame color 
filmstrip (from the CIRCLE 
CLUB KIT), two twenty-five 
frame black & white test film- 
strips and teaching manual. 
Suitable for upper levels. 








The first two of a new educa- 
tional series (available about 
October 1) 
"The People of Yugoslavia" 

1 reel, sd. color $75 
"The People of Guatemala" 
1 reel, sd. color $75 

Available now: 

Two excellent Marine Life films. 

"NO VACANCY" — The life of 
"Herman" the battling hermit 
crab, done in microphotography 
- 200 ft. color, sd., $40. 


A microphotography revelotion 
of big city life under the sea. 
1 reel, color, sd., $75. 

Kenneth L. Hoist, Inc. 

6404 Hollywood Blvd 
Hollywood 28, Calif 


It Doesn't Hurt— (^10 min.) Sound; 
15.&.-\V. §45.00; color, §75.00. GIF. 

Primary, Intermediate : Healtli, 

Physical Ed. 

• George learn.s the hard way. .\ii 
imaginary character. Molar I. Decay, 
works on George's neglected teeth 
l)ut is routed by \igorous applica- 
tion of a tooth brush. A kindly 
ilentist repairs the damage, and 
George resolves to take better care 
ot his teeth in the future. Sound 
health rules are simph gi\cn. lor 
all children to follow. 

I Never Catch a Cold— (10 min.) 
Sound; B.&;\\'. S45.00; color, S75.00. 

Primary, Intermediate; Heallli. 

Physical Education. 

• "I never catch a cold!" boasted 
young George— but he sang a differ- 
ent tune when the gang found him 
sick in bed on the dav of the big 
sandlot game. By the time the pic- 
ture ends he has learned a lesson 
he will not forget— nor will juvenile 

Joan Avoids a Cold— (10 min.) 
Sound. B.SjW. S45.00. color, 875.00 

Primary, Intermediates: Health, 

Physical Ed. 

• This is the story of a boy who 
violated the rules of good health ard 
caught a cold, and of a girl who 
observed them and didn't. It is told 
in terms a young child can easily 
grasp and retain. The need tor co- 
operation between teachers, parents, 
and school health aiuhoritics in re- 
ducing the ninnber of colds among 
children is stressed. Supervised bv 
Mary Greer, Winnetka (111.) Schools. 

A Film For Geography 
The Mighty Columbia River — 

(1 reel) S45.; Color, .S75. 

( loronet. 

Interm., Jr., Sr.. H.S.. Teacher 
Training; Geog. Geol.; Soc. Stud. 

• Our largest A\estern ri\er and 
one of the world's greatest sources 
of hydroelectric power, shows all iis 
tremendous force, vitality and beau- 
ty in these ' Kodachrome camera 
scenes of the giant Bonneville and 
Grand Coidee Dams, the river's traf- 
fic and its industry. 

Editors' Note: .-Vnv subjects o^■er- 
iooked in this inxeniory will be list- 
ed in October. 



f^iid Printing of 


One-reel, color-sound. lOmm educa- 
tional motion picture, designed for 
3rd. 4th & ,5th grade level. Film 
teaches about: Port Pilots: how 
ships are navigated in and out of 
harhor; Tug Boats at work: load- 
ing of cargo freighters. 



One Print 575.00 ea. 

Twn nr more Prints B9.50 ea. 
Ten nr mnre Prints 65.00 ea. 
BS.W Prints 40.00 ea. 


Bradley Clark Films 

.326 West Third Street 
Los Angeles 13. Calif. 



729 Seventh Avenue, NewYork 19, N.Y. 





Speeds Instruction^ Helps 

Learning, Lightens Teaching Loads 

Never have American teachers done a finer job 
than they are doing now. With school and col- 
lege enrollments at all-time high leveb, they are 
canying the hea\iest loads in the history' of our 
school system. 

Filmosound motion pictures, used as an aid to 
personal teaching, are helping thousands of 
teachers handle today's large classes effectively 
... by lightening the teaching load and sp>eeding 
instruction. In fact, research studies have proved 
that students learn 40 '~^ more, faster, when an 
audio-\"isual program is an integrated part of 
the curriculum. 

For such a program, the nation's leading 
schools and colleges have long preferred Fihno- 
sound, the Bell & Howell 16min sound-film pro- 
jector . . . because Filmosound assures profes- 
sional-quaUty jjerformance. And — so imp>ortant 
for school ser^nce — Filmosound is simple and 
mistake-proof in operation, easy to maintain, 
and completely dependable. 

No assistant to the teacher can bring you finer 
references. Write today for Filmosound Ulustra- 
ted literature to Bell & Howell Company, 71SJ 
McCormick Road, Chicago 45. Branches in New 
York, Hollywood, Washington, D. C, and London. 

4 Mil ^;. 




In The SIcy series, 367 lighted pictures in slidefilm form are organized 
Into 20 units on elementary astronomy. They are closely correlated with 
later elementary and junior high school science textbooks. 
The 367 nghfed pictures with accompanying text build concepts of the 
stars the solar system, the moon, and how we find out obout the sky. 
The student sees their relationship to the earth and to one another. 

The Sky series, with its controlled vocobulary and interest appeal, makes 
on excellent reading tool in the later elementary grades. Each slidefilm 
has been carefully planned and produced. Each has been tested in actual 
classroom practice. 

• • • 

niese films may be purchased through our nationwide dealer organization. 










THE JAM HANDY ORGANIZATION, 2821 East Grand Blvd., Detroit II, Miehigon 

Please enter my order for the Slidefilm Kit-Set "The Sky" Series. D P"« fof ''"g'* *"■"' »*-50 

Please send catalog Q and additional information os follows:^ 

., Position — 






Prices f.o.b. Defroif— sub/ect to change without notice. 

See § Hear 



J OCT 20 ly^/ 

i L n 

L ! B K aRY 



October vJ947 











For The First Time a quality sound motion picture pro- 
jector has been designed for classroom use — a marvel 
in portability, simplicity of operation, and versa- 
tility; and at no sacrifice of brilliant illumina- 
tion or famous Victor mechanical features. 
Write today for the attractive Victor 
"Lite-Weight" booklet. 


PRICE - ^375E 

For the first time tiere is 
Wall<-Away Portability 

and the VICTOR "Triumph 60" 

continues to be the most popular 16mm sound 
motion picture projectorfor the school auditorium 
and for larger audiences, indoors or outdoors. 


Dept. Z2, Home Office and Factory: Davenport, Iowa 

New fork • Chicago • Distributors Throughout the World 


4 NEW Aids to Learning 
4 NEW Aids to Teaching. 


3>ee any of these new Encyclopaedia Britannica Films, 
and you'll quickly understand the success of these classroom 
films as core curriculum material. 

Or, better still, observe an actual classroom showing. 
Notice the intense- interest of the pupils as they absorb re- 
liable information in an all-absorbing way. Listen to their 
keen observations and eager questions leading to further 
reading and study following the film. You will see how 
EBFilms help good teachers become better teachers. 

EBFilms are produced in collaboration with eminent 
educators for use by educators. They have but one objective: 
to assist teachers in imparting to students skills and facts as 
well as developing attitudes professionally regarded as an 
integral part of the regular school curriculum. 


1. Lease-to-OWN Plan 

2. Cooperative Film Library Program 

3. EBFilms Supplementary Rental Plan 


WOOL The complete jfory o^ *ooi trom the iheep 
ranch to finished sweoters. An excellent oddition 
to the widely prolsed EBFilmj Series on common 
ogriculiurol ond industrial products, ffeiofed 
fSFiJms that belong in your film hbrary: Poper; 
Breod, Milk; Cotton; Making Shoes; Moking Cof* 
ton Clothing. 

BUILDING A HOUSE The octuol construction of o 
home is presented so skillfully in this EBFtIm thot 
very smoll youngsters easily get a cleor idea of 
this complicated process Relate EBfifms for your 
library: Making She>es, Making Cotton Clothing; 
Poper; Cotton; Making Books. 

IIVE TEDDY BEARS. The cute antici ot the strange 
little Australion bear (Koolol delight small pupils 
while greatly extending their scope of interest 
and understonding. i?e/oted Fi/mj you shouid own; 
Elephonts; Animals of the Zoo; Block Bear Twins; 
Adventures of Bunny Rabbit; Gray Squirrel; 
Goots; Horse; Three Little Kittens; Common Ani- 
mols of the Woods. 

DRAWING WITH A PENCIL. The eminent ortist. 
Kautsky, after making preliminary sketches, se- 
lects his preference and completes a charming 
drawing of a shingle-ond-$tone lodge. A thorough 
and instructive technicol demonstrotion, R^laf^d 
Films for your Jrbcoryr The Making of O Mural*; 
Pointing Reflections in Water*; Brush Techniques*; 
Pottery Making; Plastic Art; Modern Lithographer. 

*Co'or f^lmi. 






"An outstanding contribution to the field of music 
education", say leading educators who have viewed 
this film. Original in its content, significant as an effec- 
tive teaching tool, this film is the finest picture ever 
produced to give the child an understanding of rhyth- 
mic patterns. 

Time: 1 minutes 
Elementary Grades 

$50.00 block and white 
I 6 mm sound 



A new approach to the study of stringed instruments 
of the orchestra. Not only is performance given by 
skilled musicians to show tonal effects, but a visit to a 
musical repair shop also enables a study and analysis 
of the physical moke up of each instrument. 

Time: 10 minutes S50.00 black and white 

Upper Elementory and Secondary Grodes 16 mm sound 

Send for free catalog. 




DURING THE WAR and following it, estimates 
ol the increased use ol audio-visual materials 
and equipment is said by reputable authorities 
uj ha\e approached the 500 percent mark. School 
budgets are increasing. Film additions are reaching 
totals not anticipated htur \ears ago. Thinking teachers 
and thouglulul supervisors are giving continuing seri- 
ous attention to the role which audio-\isual materials 
can play in establishing and maintaining an enriched 
classroom experience. 

But nowhere is there any evidence of suitable evalu- 
ation measmes which can allow any rural school or 
urban scliool, large or small, to measure objectively its 
status and come away ^^•ith a clear-cut understanding of 
how the progress it has made to a gi\en date c(jmpares 
with the complete program that should be within its 
plan lo attain. That this dilemma shoidd exist can 
be cx|jlained through the fact of the staggering growth 
\\hich audi()-\ isual education has attained in the last 
ii\e years. 

Nowhere in the field of audio-\isual education do 
we find an objectixe measining technique which is 
comparable to Engelhardt's school building standards, 
xvhich is comparable to Thorndike's word list, which 
is com|3arable to the American handwi iting scale, which 
is comparable to the objective criieiion lor the evalu- 
ation of the textbook. The time has come when those 
who arc interested in audio-\isual education must be 
\\illing to measure objectiveh the status of the existing 
program and as objectively determine the extent to 
which inertias still lie in the path, or opportiuiities 
for complete reorganization or improxement of the 
program exist. 

It is toward this goal — objective or standardized 
measinement of existing audio-visual programs in the 
rural situation as well as in the luban— that a group 
of fourteen capable persons have exerted a sinnmer's 
effort. Beginning with this issue. See and Hear presents 
a most significant professional opportunity to general 
education. The w-ork of a nationwide committee set- 
ting forth an objective measinement technique will 
appear in the next five issues of See and Hear. 

Your reactions are earnestly sought because onh 
through measurement can we chart oin- existing and 
futuie course in achie\ing a learning en\ironnieni 
which will be in some degree commensurate with the 
staggering lesponsibility which education accepts in 
I'his Year 111 ol the .Atomic Age. —The Editors. 

* * * 


♦ There is an im|)oriaiu and well-deluied resjionsi- 
i)ility for the proper and increased de\elo]iniein of 
audi()-\ isual tools lor education between the nianii- 
factiuer. jjioducer and principal distriijutor of films 
and ec]ui|)ment, the specializing audio-\isual dealer 
and lilm library (both educational and commercial) 
and the classroom teacher. The cover artist has en- 
(lca\ored to svTubolize this chain of responsibility for 
the ()(t()l-er Si i- S; Hl-AR. 


1 E .V R 

longer Efficient Service 

from the AMPRO TREMIER-20 
16mm. sound projector 

Here's the Inside Story... 

Ampro 16mm. sound projectors ofter you 

important exclusive design features that assure longer, 

more efficient ser\ice. The Triple Claw movement, 

for instance, makes for longer film wear. The ven,' fast 

intermittent means more brilliant, clearer pictures. 

Ampro projectors are easier to service. Parts are 

more conveniently accessible for cleaning and adjustment 

...all replacement items are readily accessible. The 

remarkable records made by Ampro projectors in all 

branches of the U.S. armed service — and with leading 

industrial concerns, educational institutions, school 

systems all over the world — are overwhelming proof 

of their superior performance under all conditions. 

Send for circular — Mai/ coupon today for fully iHus- 

Iraleii circular giijng delaih. specificaliom and prices oil iht 

Ampro "Premier 20" 16mm. Sound-oii-Film Projector. 

New Brilliance . . . Extra Sharpness 

for filmstrips and 2x2 slides 

You'll thrjil to the brillionce . . . th« crisp, new 
cloril> in bolh filmjtripj and siidet when shown 
on thii new Ampro Model ■30-0" Projector. 
Block, end-whites ore more "controsty" . , , 
colors are richer as o result of the new con- 
denser system Ihot ossures mojiimum wti/irotion 
of ilhmination from o 300-wott lomp. 


2835 N. Western Avenue. Chicago 18. Illinois 

Please send me full details on the Amprosound "Prcmier-^O" 
I6mm. Sound-on-Film Projector. I am also interested in: 

O Amproslide Model "".^O-D" Q Ampro 'Imperial" 
Dual Purpose Projector Silent Projector 

• ^ Amp'o^ 

lie 2')e2' P-ojtcror Q Ampro 8mm, Silent Pioieoor 




O C: T O B E R 

19 4 7 

See § Hear 


See and Hear News-Lettei 11 

Two Years After The Atom: a pirhire 
text article by L. C. Caldwell 12 

What Parents. Teachers, l'u|)ils Tliiiik 
Ahoiit Au<Jio-\'istial EiUitation: by 
Donald Iiigli 15 

Radio Kxneriniciu; Bill Scott, Forest Ran- 
ger: /)y I'aii lietisstiuer Brokbalmc . . . Hi 

Aiidio-Xisiial Program Standards: by a 
Xatioiial Committee of Fourteen.... 18 

Kodachrome Slides in the Primary 
Crades: an article by George R. Mon- 

hnentory of Neu- Materials 24 

Rodent From Asia Minor: a science fea- 
ture b\ Elmer R. Nelson, Jr 26 

Toward Better Film Edition: an article 
by Dr. Virgil E. Herrick 27 

For Better Home Living: an article un 
health habits by Ellen Millman 28 

\ isual Education and College History: 
a film usage feature by C. V. Easuin . 32 

Comnrercial Subject Teaching With 
Opaque Projector: by William C. 
Dubats 36 

by Audio-Visiml Publications, Incorporated 

Earl M. Hale, President O. H. Coelln, Jr., Publisher 

Weaker A. Wittich, Editor John Guy Fowlkes, Editor 

\VilIiain Ball. .4rt Director 

New York Office: 

501 West 113th Street, 
Robert Seymour, Jr., Manager 

Los Angeles Office: 

3418 Gardenside Lane, 
Edmimd Kerr, Manager 

Nsu*-- 'Z of \'olume 3. published October, 1947. at 812 North Dearborn Street, Chicago 11). In Auciio- 
Visual Publications, Inc. Trade Mark Registered U. S. Patent Office. Entire Contents Copyright 1947. 
International Rights Reserved. Application for second class matter pending at the Post Office. Chicago. 
Illinois. By subscription; $3.00 for the school year; foreign $3.50. .\ddress all adyerlising and subscrip- 
tion requests to the Office of Publication in C^hicago, Illinois. 

rpHE FILM COUNCIL of Ameri- 
X. ta, meeting at Chicago and in 
New York City within recent weeks 
with large groups ol slate educa- 
tional authorities, commercial and 
commiinitv leaders, is oil to a (ivinti 
start on its goal of 350 local councils. 
A new Board of Trustees, includ- 
ing nationally known figures such 
as Anna Rosenberg, Emily Taft 
Douglas, .Arthur (Red) Motley, Carl 
Milam, Bruce .Mahan and Paul 
Reed is functioning under the direc- 
tion of Stephen M. Corey. I hiirman 
White, Executi\e Director ot the 
Film Council, reports a growing 
Hood of intpiiries from communities 
seeking to form these groups as well 
as news of new groups already 
formed (as in Cle\eland) . 

The regional meetings in Chicago 
and New York were for setting goals 
in the thickly-populated areas from 
\vhich state representatives attended. 
From the reaction of these leaders, 
it now appears more than likely that 
the minimum 1947 goal is well with- 
in reach. Information regarding the 
Film Council can be obtained from 
the Chicaa;o office at 6 W. Ontario St. 

Coronet . 


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1105 EAST 15th ST. 


() C: T () B E R 

19 4 7 


♦ Enc}clopaedia Britannica Films. 
Inc., 20 North Wacker Dri\e, Chi- 
cago, Illinois, for your copy of a 
".Sugij;cst(,cl Plan for a Classroom Mo- 
tion Picture Clinic." 

This ver\ \vorkai)lc pamphlet in- 
cludes a series of suggestions lor the 
de\elo];nient of a classroom clinic 
which, normally, woidd touch ujjon 
the following topics: the instruc- 
tional \alues of the teaching film, 
the organization and administration 
of a classroom film program, and 
the selection and evaluation of 
classroom films. The most important 
section is the one which deals with 
using the classroom film w-isely. Pre- 
pared in cooperation with the Cen- 
ter for the Studv of Audio-\'isual 
Instructional Materials of the Uni- 
\ersit\ of Chicago, the pamphlet is 
well ■worked out, including soinxe 

* * * 

♦ 1 he British Information .Services, 
30 Rockefeller Plaza, New York 20, 
New York, for the sets of pictine 

|)anels in the Geographical Series, 
which show the political, economic, 
and cultural aspects of the British 
Colonial Empire as follows: India 
and C.rc;it Britain. British West .Af- 
rica, British East .\frica, Cevlon, and 
Malaya (other sets to follow) . 

For information concerning maps, 
other poster card sets, charts and 
lilnis, request the list of "Educational 
.Material for Teachers." 

♦ J he Netherlands Inlormation 
Bureau, 10 Rockefeller Plaza, New 
\ork 20, New York, for your copies 

of two 33i^' 

posters which 

graphically show the people of tfie 
Netherlands, their countr\, tiieir in- 
tiustries, and their work. A brief 
historv and geographical dcscrijjtion 
of the Netherlands East Indies and 
West Indies is included. 

♦ Mr. S. G. McCracken, Principal, 
Thaddeus Stevens and West Side 
Elementary Schools. New Castle, 
Pennsylvania, for vour copv of the 
report on Mr. McCracken's stiidx 
on fitting available films to the 
stories in the Curricidiim Founda- 

tion Reading Series (Scott, Foreman 
Company) . 

Written in brief column form. 
Colimin 1 lists the titles of all stories 
from each reader in the order ol 
their appearance. Column 2 tells 
what the stories are about, given in 
the order of prominence. Colunni 
3 lists titles of films which fit the 
stories. The film assigned is not 
alwa\s one which fits the jirincipal 
theme of the story, in which case 
the one that is most closely related 
or applicable to the theme of the 
storv is chosen. 

♦ Slidefilms and Motion Pictures— 
To Help Instructors is the title of a 
new catalogue of selected \ i s u a 1 
teaching aids produced and distrii)- 
uted b\ the School Serxice Depart- 
ment of the Jam Handy Organiza- 
tion. The booklet lists slidefilm kits, 
sound slidefilms, and educational 
sound motion pictures for xocational 
training workshop, industrial, and 
classroom use. Free copies of the 
catalogue mav be obtained bv writ- 
ing to the Jam Hand\ Organization. 
2821 East Grand Boide\ard. Detioit 
1 1. Michigan.. 

Now Available for Showing in Your Community! 





o n 



IN VIEW of the ever-increasing importance of ITALY in international relations, the Inter- 
national Film Foundation is proud to present three new Julien Bryan documentary films 
on ITALY available now in I6mm (also in 35mm) black and white, sound. 

Artisans of Florence 

The famous Institute of Art furnishes the setting for 
a film which shows many phases of Italian art and 
handicraft: ceramics, sculpture, drawing, leather tool- 
ing, silver hammering and jewelry designing. 

Bread and Wine 

This film deals with Italian agriculture and the "mes- 
sadria" system of farming, the harvesting of grapes, 
cultivation of crops, making of bread, routine life of 
the farmers and their proprietor. 

Italy Rebuilds 

This is a dynamic documentary, valuable not only in a historical sense as a record of UNRRA's contri- 
bution but valuable also for the portrayal it gives of an Italian family and the courage displayed by 
thousands of Italians in rebuilding their homes, their communities, tfieir nation. 


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A new equation in 

^^ modern teachinc|,. 



An Ideal Teaching- Combination 








The new S.V.E. correlated textbook-filinstrip program is an ideal 
combination of teaching tools, a co-ordination of the printed page 
and the projected picture. 

These filinstrips are correlated with specific textbook series, the 
merits of each medium being utilized to the maximum. 

The textbook and the correlated filmstrip are co-basic. Each has 
"its own unique functions. 

S.V.E. and the publisher are specialists. Each does the job it 
knows best, the publisher handling the editorial work, S.X'.E. the 
technical production. 

Through the combination of the printed page and projected 
pictures, the student assimilates and retains a substantially greater 
amount of the textbook information. 

Correlated filmstrips are ideally suited for use in the individual 
classrooms, where visual education belongs. 

Several series of the new correlated filmstrips have been com- 
pleted and are ready for immediate delivery. Others are in pro- 
duction. Correlated filmstrips for use with the textbooks you are 
now using may already be completed. Be sure to check the list of 
filmstrips and the books with which they have been correlated. 

Address Dept. E 38 


A Business Corporation 



19 4 7 


Roger Albright, Motion Picture Association 

Lester Anderson, University of Minnesota 

v. C. Arnspicer, Encycloliaeclia Britannica Films. Inc. 

Lester F. Beck, University of Oregon 

Esther Berc, New York City Public Schools 

Camilla Best, AVa' Orleans Public Schools 

Charles M. Boesel, Milwaukee Country Day School 

Joseph K. Boltz, Citizenship Education Study, Detroit 

Floyde E. Brooker, U.S. Office of Education 

James W. Brown, Virginia State Dept. of Education 

Robert H. Blrgert. San Diego City Schools 

Miss J. Margaret Carier. National Film Board 

Lie W. Cochran, University of Iowa 

SiEPHEN ^L Corey, University of Chicago 

C. R. Crakes, Educational Consultant, DeVry Corp. 

Amo DeBernardis, Portland Public Schools 

Joseph E. Dickman, Encyclopaedia Britannica Films 

Dean E. Douglass, Educational Dept., RCA 

Hfnry Durr, Virginia Stale Department of Education 

(ii.EN G. Eve, University of Wisconsin 

I.i'.SLiE Frve, Cleveland Public Schools 

Lowell P. Goodrich, Supl., Milwaukee Schools 

William M. Gregory, Western Reserve University 

John L. Hamilton, Film Officer, British Information Sen-ia 

Ruth A. Hamilton, Omaha Public Schools 

O. A. Hankammer, Kansas State Teachers College 

W. H. Hartley, Towson State Teachers College, Maryland 

John R. Hedges. University of Iowa 

\'IRGIL E. Herrick, University of Chicago 

Henry H. Hill, President. George Peabody College 

Charles Hoff, University of Omaha 

B. F. Holland, University of Texas 

^Valter E. Johnson, Society for Visual Education, Inc. 

Wanda Wheeler Johnston, Knoxville Public Schools 

Herold L. Kooser, Iowa State College 

Abraham Krasker, Boston University 

L. C. Larson, Indiana University 

Gordon N. Mackenzie, Teachers College, Columbia Univ. 

Harold B. McCariy, Director ]VHA, University of Wisconsin 

Bert McClelland, Victor Animatograph Corporation 

Charles P. McInnis, Columbia {S.C.) Public Schools 

Edgar L. Morpiiet, Florida State Dept. of Education 

Ervine N. Nelsen, The Ampro Corporation 

Elizabeth Goudy Noel, Radio Consultant, California 

Francis Noel, California Stale Department of Education 

Herbert Olander, University of Pittsburgh 

Boyd B. Rakestraw, University of California. Berkeley 

C. R. Reagan, Film Council of America 
Don C. Rogers, Chicago Public Schools 

W. E. Rosenstencel, University of North Carolina 
W. T. Rowland, Lexington, Kentucky, Public Schools 
Oscar E. Sams, Jr., Interim Office, U.S. Dept. of State 
E. E. Sechriest. Birmingham Public Schools 
Harold Spears, New Jersey State Teachers College 
Arthur Stenius, Detroit Public Schools 
Ernest Tiemann, Pueblo Junior College 
Orlin D. Trapp, Waukegan Public Schools 
KiNCSLEY Trenholme, Portland (Oregon) Schools 
Lelia Trolinger. University of Colorado 
Paul Wendt. University of Minnesota 

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Pictorial Educational Films 

Dealere throughout the United States are 
prepared to rent Pictorial Educational Films 
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have the name of the Pictorial Filma dealer in 
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19 4 7 




ORGAN IZA I ION" is the kc\- 
iiotc ol the past several months, 
what with rapid-fire develop- 
ments in The Fihn Coinuil of Amer- 
ica, the growth of the National 
Association of X'isiial Education 
Dealers and the fine work of the 
Ediitational Film Lil)rar\ Associa- 
tion and the Department of Audio 
X'isiial Instruction of the NEA. not 
to mention the long-awaited depart- 
ment of visual information and de- 
\elopment imder the able Patricia 
Blair within the American Library 

Now comes tuither news of the 
organization of the "University Film 
Producers Council" as the highli<jht 
of a four-da\ conference of college 
and university motion picture pro- 
ducers held at Iowa, imder the 
auspices of the L'ni\ersit\ of Iowa 
Extension Division. Film produc- 
tion staff members from the Uni- 
versities of .Soiuhern California. 
Colorado, Indiana. Iowa, Minnesota. 
Nebraska. Oklahoma, and the \"ir- 
ffinia .State Department of Educa- 
tion, elected Harris C. Moore of the 
Uni\ersit\ of Soiuhern California 
chairman of the Council and Don G, 
Williams. Indiana Unixersitv, secre- 

Brief \otes on the \eu's: 

♦ 47,000 students each week listen 
to the Minnesota School of the Air 
broadcasts over KUOM. University 
of Minnesota radio station. The 
station recently completed its ninth 
year of broadcasting and maintains 
a schedule of 16 programs a week, 
designed for in-school listening. 

♦ Eric Haight. president of Films, 
Incorporated. Xew ^'ork City, an- 
noimces the appointment of Chris- 
tian Heidt III as manager of ex- 
change operations, located at Xew 
York Cit\'. 

♦ .\ S75.00fl grant from the Carne- 
gie Corporation is financing a two- 
year study of the role of public li- 
braries in promoting wider use of 
non-commercial films. 

Post Pictures In Merger 
♦ The merger of Post Pictures 

Ciorporation and .\cademic Film Cio.. 
Inc., was recently announced by 
Harry Post. .Milton Salzburg and 
Harold Bainnstone ha\e become 
sales execiuixes for Post Pictines, 
operating from new offices at II.") 
West 45ih Street, New \ork Cif . 

Announce American Film Registry 

♦ .American Film Registry, a new 
lonctrn witli offices at 28 F. )ackson 
I5hd., Chicago, has recently pur- 
chased the DeVry Corporation Film 
Division I6mm library according to 

MicHK.AN School Slpfrintende.vts visit the 
Camden, .V. J. plant of RCA Victor. Here 
\V. H. Knou'les, manager of the RCA Edu- 
cational Sales Pefmrlment, demonstrates the 
nru- "400" I6/11111 sound projector to Carl 
M. Horn of Michigan State College. 

an announcement by Robert H. 
Redfield. AFR Director. 

.\merican Film Registry plans to 
serve schools, churches, and in- 
dustrial organizations on the same 
nationwide scale as did DeVry Cor- 

Distributes Curriculum Films 
♦ The Jam Handy Organization 
is now the exclusive distributor for 
Curriculum Films in the United 
States and Canada. 

Under the new distribution plan 
the two organizations will be able 
to expand their visual aids program 
for schools and to make more color 
films available for classroom use. 
Curriculum Films has conducted ex- 
tensive research to determine the 
fields in which educational films are 
needed and has followed through 
with the development of new film 
subjects planned under the guidance 
of teaching authorities. 

Curriculum slidefilms now dis- 
tributed by The Jam Handy Organi- 
zation include series on secondar\ 
mathematics. English, primarx read- 
ing, histor\, and sports, .\dditional 
lilms are being prepared for future 
disiribiiiion to schools. 

Complete information on all 
Ciiirriculum Films may be obtained 
through The Jam Hand\ Organiza- 
tion. 2821 East Grand Boulevard, 
Detroit I I. .Michigan or Irom its dis- 
tiibmoi in \<)ur area. 

Seiv EB Films Warehouse 

♦ New headciuariers for the Middle 
Western regional warehouse of E.n- 


have been nio\ed to 207 S. Green 
St.. Chicago 7. Illinois, according to 
an announcement b\ H. R. Lissack. 
EBF \ ice-president in charge of sales. 

The Green street address is now 
the office of the Chicago jirev icv*- 
and rental librarv of Enc\clo;3aedia 
Britannica Films. .\ll EBF prints 
sent in for repairs and replacement 
should be shi|)|K-d there from now 
on. Lissack saitl. 

Britannica has established foiu 
other rental and j^rexiew libraries in 
.New York, Bostcjn, Pasadena, and 
Dallas. Lissack emphasized that lo- 
cal customers should use the librarv 
nearest them. • 

Best Teacher of 1947 was the radio title 
bestowed on Miss Aline Seal of Jackson, 
Mississifypi in a nationwide contest. In ad- 
dition to a cash frrize of S2300, Miss \eal 
jras awarded a firufrssivnal DeVry \6mm 
sound firojector hy W. C. lieVry, president 
<»/ the fiioueer eijuifitnent firm. 


19 4 7 

1 1 


...Two years after 


Currently Useful 
Materials for 
Understanding the Atom 

Panel DisrrssioN— />j/orma//on mtisl be released. Class discus- 
sion is one ii-ideh accepted method, .iiidiovisual materials make 
of these discussions more than a succession of verbalisms. By 
heins: carefully fnefmred. n discussion panel can nuide the class 
in slimulatins: ihinkins;. 

Impelled Attention—// our schools are to function in the 
atomic crisis, they have the challenge and the obligation to 
use the techniques which will impel attention, stimulate think- 
ing, and lead to constructive action regarding the critical is- 
sues ini'oh'ed. 

Pupil Guide Sheet— 7"/if teaching plan used in Plane- 
view was a modification of the Morrison plan, using 
a teacher's plan for the unit, and a pujiil guide sheet 
to suggest learning activities, sources of information, 
and stimulating questions. 

Weekly Newsmap— (fcc/ou') .Another source of information was 
the weekly newsmap. Short articles on important world happen- 
ings, including items on atomic energy, u'ere located and/ or 
illusfraled. The newsnmp was a popular source of information. 



Director of .iudio-Vistial Education 
and Photography, Kansas State 
Teachers College, Pittsburg, Kansas. 

1 2 

Oi'AUl I I'KoiiiioK— r/ii/imiii mill nihil o/«i(/iic iimtirial iccre 
fnojitlcil hy iimiiis uf the opuquc projector. This dcince is 
particulnrly useful for material of which the teacher has but 
(me copy. 

Moitox I'lciURF-S— Ctior/ motion pictures arc iiviiilahle. </c(i/iiij; 
irith atomic energy and world control— or else. Pictured here 
is an excerpt fiom llie cartoon motion pictuie, OsK WoRU) or 


LsiNG FiLMSiRip— One outstanding series of fibiistrips available 
on atomic energy is sponsored by the Sational Committee on 
Atomic Information. The\ portray effectively the alternatives 
faced by the world. 

HtARiNC tiLWiCRivjioss— Transcriptions may be obtained from 
local radio stations as well as from spotisored and commercial 
sources. They bring speeches by authorities as -well as dramati- 
zations of what the atomic problem means. 

Hiroshima and Nagasaki. 
World control of atomic en- 
ergy continues to be man's No. 1 
problem. Many have laughed it ofE 
as unimportant and have found 
comfort in complacency. Certain in- 
dividuals and groups ha\e tried to 
meet the challenge. 

.\n indication of what one state 
and one school system within that 
state have done with the problem is 
chronicled herewith. The school 
system I believe is typical. This 
shows ho^v this school used seeing 
and hearing aids to contribute to an 
imderstanding of the atomic crisis. 
Time is short. We need to use 
methods which will bring about a 
true understanding of the cruciality 

of the atomic problem. We need 
methods which will stimulate young 
people, and grownups too, to act 
on the knowledge gained. 

This account deals with Plane- 
\iew. Scarcely a month following 
the dropping of the atomic bombs 
on Japan, a student panel of the 
Planeview High School conducted 
a discussion of the implications of 
atomic fission before the teaching 
staff of the whole school system. 
Further work was done during the 
following year in connection with 
the school's program on \Vorld Citi- 
zenship and Peace. During the sum- 
mer of 1946, two members of the 
Planexiew staff assisted in a work- 
shop* conducted by the Kansas 
State Department of Education to 

draw up a state course of study on 
atomic energy. These staff members 
were Dr. Cloy S. Hobson, Director 
of Curricuhmi, and the author. 

The product of this workshop was 
published as a resource unit on the 
control of atomic energy, designed 
particularly for the twelfth-grade re- 
quired coui-se in .\merican History, 
but adaptable to other social science 
courses. The point of view of this 
resource unit is suggested by its in- 
troductory paragraphs: 

'■S|)litting the atom has brought 
mankind abruptly to the climax of 
centuries of scientific ad\ance. It 
has released power so tremendous as 
to baffle the intellect. It has upset 
man's thinking, both scientific and 

( C O N T I N f E D ON PACE 14) 


19 4 7 

1 S 

ScilMlIIC IIIISKISI.—I'i'ominenl iti tlie Planrr'icic curiiiuliiin ivrrr 
inetlwils sujrifcsled in various imili for critical or scientific thinking. 
A comjmrison of sources of neies is illuslriitivc of lliis fAun. Straight 
lliinliing is Jiarlicularly Jiecess/iry in the ami of riloinic energy. 

t.i.Ass t.oNf.i.i'sioN-.— /( i\ niifiiiiiilc ihiil conclusions must be 
draxtm. Given the information on alciric energy, a class 
comes almost automatically to the conclusions above. The 
crucial question is: "Will it be done— in time?" 

s()(i:il. li lias ciulril lor all liiiu- cer- 
laiii natliiioiial relationships. It has 
<)])riK(l wvw \istas of ri)nslriKti\e, 
(hiiaiiiic ( iii/ciiship aiul lumian 

"If we accept as a ■(vorking basis 
ilic declarations of leaclinji niinils. 
the atomic crisis poses the lollowiiit; 
fnndamental considerations: 

1 . The release of atomic energy 
lias procUiced an actual and polcnlial 
destriicti\e force dwarfing anything 
previously kno^vn. Hence, the need 
is crucial that men luiderstand the 
problem and agree on its solution. 

2. There is no secret lo the iLuula- 
niental scientific knowledge of atom- 
ic fission. The time is tiiereloie 
short until all men -may make and 
possess the atomic bomb. 

3. There appears no hope of de- 
fense against the atomic bomb. We 
cannot find refuge in the assumption 
that oiu' nation can find a way of 

4. There must be some lorm ol 
adeijtiate control of atomic energy, 

( C I) N 1 1 N t 1 1) f) N I' A C. I-: .'i 7 ) 

* The director o£ the workshop which 
produced the resource unit was Dr. HilcUii 
Gibson, of Ihe Deparlment of I'olilical 
Science ol ihc I iiiversily of Kansas. I he 
piojed was niulei llie joiiu auspices of the 
Sdiool of F.dncaiioii. t ni\ersily of Kansas, 
(ieoifie 15, Smith. Dean and the Stale De- 
|)arliiienl of luhicalion. Dr, L, W, Brooks, 

Teclmical (onsuilaiils were t\\o \ouii,i^ 
nuilear scientists formerly empUned on the 
Manhattan proie<t: Dr, David Hume and 
Dr, William .Vrgersinsier. holh of the De- 
partment of Clhcniislry of the I'niversily of 
Kansas, Workshop participants were: Roy 
W. 15rowning, L, H. Caldwell, George L, 
C'.leland, Glenn A. DeLay, John W, Goering. 
I.vdia Haag, Carl .A. James. lila Leaver, 
Ruth I.itdun, Rohcna I'ringle, and H, \V, 
Scott, liailiara I'ord served as research as- 
sistant and secretary lo the woiksliop. 

Ci'RKtNr M.\(.\zi.Nrs — 
These studeiils are select- 
iiig timely source mu- 
le rial dealing ivith 
alomic energy. A ivide 
selection of current peri- 
odicals is important. 

R.VDio Broadcast — An- 
other l>n]}il information 
activity is broadcasts by 
student fmnels over local 
radio stations. This is an- 
other means of bringing 
school discussions to a 
ivider and adult audi- 
ence. The problem of 
adult education in atomic 
energy is crucial. 


Chart Wwirwi. — Cliarl material 
ifas helftful, jmrtieularly that on 
the Vnited Xations and world con- 
trol of atomic energy. It reus useful 
lor clear, bold, and grapliic pre.ien- 

- American ^ 
^^^'^mpar - • 



1 4 





and pupils 

THINK about visual education 

concernLcl with the lack of 
children's interest in their vari- 
ous classes, perhaps even in the social 
studies field which ordinarily should 
offer an array of fascinating possi- 
bilities to intrigue the fancies of any 
(hild. Even at the elementary level, 
when children first come in contact 
with the geography of tlieir own 
country and that of foreign people, 
teachers at times must resort to types 
of assignments that, while they may 
be of some value to the children, do 
not develop naturally as a further 
expression of the children's interest 
in a particular phase of their geog- 
raphy. How much more desirable if 
activities were to develop from the 
children's own interests rather than 
from (issignmeuls linnded down by 

In an audio-visual experiment 
completed during the past year, in 
Milwaukee public schools, children's 
the fourth and fifth grades of seven 
iiucrest. kindled through films, was 
indicated re]3eatedl\ throughout the 
experiment. Beyond this, teachers, 
and even parents, became absorbed 
in the film social studies program. 

The participating classes in geog- 
rapli\ iiuluded 525 pupils at the 
oMisei ol the experiment and wcic 

By Donald Ingli 

Diirtlifi, A lulifi'l'isudl hduiiilimi . Stair 
Ti-iidwrs College. Carbondnle. III. 

divided by grades into somewhat 
etjual sections. Each grade covered 
six units of work during the pro- 
gram with film and non-film groups 
rotated upo nthe completion of each 
unit. Several films for each unit, 
teachers' guides, and students' guides 
were provided for experimental 
grou])s. \o restrictions w-erc [ilaced 
on non-film groups, except that thev 
were not to use the films and the 
students' guides. 

lioth objective and subjective 
evaluations were obtained through 
the use of, (1) unit tests, (2) vocabu- 
lary tests, (3) teacher questiomiaires. 

(4) teachers' anecdotal records, and 

(5) transcriptions of 35 class dis- 

Perhaps the best criteria upon 
which to base the succes of the study 
in terms of the various interests de- 
veloped were the results of the 
teachers' cpiesiionnaires completed 
during the last unit of study. Teach- 
ers connnented on a total of 44 ques- 
tions which covered a very wide 
range of jiossible outcomes of the 
experiment. In the tabulations of 
351 responses of the 9 teachers who 
|):n tit i])ai((l in the entire study. 

92.9% of such responses could be 
classified as affirmative, 3.98% as 
negative, and 3.12% could be classi- 
field in either category. Of the 477 
responses of the 12 teachers who 
jiartiripaled in one semester's work 
and who replied to the (jucstif)n- 
naire 81.6% of the responses were 
affirmative, 11.5% negative, and 
0.9% were more or less in either 

The following ([ucstions and com- 
ments exem])lify the common inter- 
est of ])arents. teachers anil pupils 
in the fdm study: 

Iti What ways do you feel the film 
program has affected your teaching? 

1. "Made geography more ituer- 
csting to me as well as to the chil- 
dren. Siiimilalcd adiviiics in oihir 

2. "Have been able to teach 
phases of work which i thought were 
not of nuK h interest to them or with- 
in their comprehension. " 

3. "Made conscious of wonderful 
film lesources we have and has 
])r()in])ie(l me to trv films in other 

4. "This program made my teach- 
ing easier in so far as the diildren 
shotddered many responsibiliiies in 
oin rmiiine work." 

( (. () N I I N r t I) ON PAGE 38) 


19 4 7 

1 5 

Here, rclirfirsiitg their lines 
for the final episode in 
one of the radio series are 
members of the cast care- 
fully selected by Mr. 
Brohlialine from anion'^ 
students and f)ersonnel of 
the \i-(i' )'in /: City S( hools. 


Bill Scatty Farest Ranger 

By Van Rensselaer Bvokliahne 
I'rotludion iiianaocr, WX^'E 

a successful radio program, a 
radio program made avail- 
able to interested teachers, first in 
New York City, and then in other 
]jarts ol the United States* The pro- 
gram ^vas based on the concept that 
the iorests are one of our richest 
resources. Not only do they bring 
lis many of the vital raw materials 
on vvhicli our society depends, but 
they provide recreation and aes- 
thetic charm; all of these things to 
be guarded and protected by our 
on-coming generation because it is 
-ossible to instill in it a true con- 
cept of the value of this greatest of 
our natural resources. The series of 
recordings concerns the study of 
forestry and conservation. 

•Transcriptions may he ^secured on a loan basis 
by writing to Mr. C. W. Mattison. Forestry Edu- 
cation Consultant, Forest Service, Washington 
25, D. C. 

But now, about the creation of 
the program: "Bill Scott — Forest 
Ranger." Bill Scott's career was sci- 
entifically and psychologically con- 
ceised. We even discovered the 
kind of teen-agers he'd like to know: 
under-pri\ileged lads who had to 
work in a summer camp as waiters, 
Sam and Joe— one a trifle timid, the 
other self-confident. We wanted girls 
to be interested in oin- radio pro- 
gram, loo; so we created June, the 
kind of pioneering girl who just 
liad to be the niece of Bill Scott, a 
forest ranger! 

Then, of course, came the educa- 
tional |)roblems, difficult ones, we 
thought at the time, such as these: 
How can we hold the pupil's inter- 
est? How can we, at the same time, 
assure the teachers that this radio 
program is worth-while? How can 
we a\()id the scnsalionalism of other 

radio scries and still keep oiu' hero 
above reproach? How can we pro- 
vide both teacher aird pupil with 
appropriate, worth-while and attrac- 
tive educational material, not now 
always available in textbooks, and 
\et of such a natine as to be valuable 
to both? To what age level should 
vve aim the programs? What adven- 
tures, within the concept of this 
level, should we feature? What edu- 
cational aspects should we emphasize 
to coordinate with these experiences? 
Primarily, this was, and is, a radio 
course of study. Therefore, what 
can we teach about forest conserva- 
tion in each of six programs? Sev- 
eral meetings with the officials of 
the City of New York and the United 
Slates Department of Agriculture 
produced these ideas, in the follow- 
ing ordei': 

Program 1 — Reforestation 

|)etuaie oiu" foiests 
Program 2 — Proper logging 

the same reason and others) 
Program 3 — Preservation of 

watersheds for irrigaiion, 

control and power 
Program 4 — Lumber and its by 

Program —Wild life in ihe Naiion 

al Foi'csts 
Program () — Forest fires and conse- 

t|ucnl loss 

to per- 



1 6 


I, a laMiiuii, was ti'ving to Icaiu 
ill a few weeks wliat ilie\ had 
learned in divers college courses and 
years of practical experience. To 
this I added a four-day trip through 
the state forests in New York and 
the national forests of X'ermont and 
New Hampshire. I saw just exacth 
what Rangers did, asked them ques- 
tions, watched them at their work, 
saw milling operations, saw how 
they fought fires and a do/en other 
things. In four days I got an in- 
iensi\e education on forest conserva- 
tion and its attendant ])roblems. 1 
learned, for the first time in my 
life, the tremendous job these Forest 
Rangers are doing to preserve our 
forests, to control floods, to pro\ ide 
power, to maintain wild life, to plan 
irrigation, to— well, assure us of all 
those things that make li\ing worth- 

The provisional blueprints for 
the radio script from which we 
worked, however, bore little resemb- 
lance to the final scripts. Action was 
cha..ged, not once but several times: 
the lessons Bill .Scott would teach 
were sometimes revised, while the 
educational material proyided for 
the teachers' packet and Bill Scott's 
.Scrapbook was reshuffled, I suspect, 
at least a half dozen times. But at 
least we now had Bill Scott where 
we wanted him. 

Finally, all our preparations had 
been completed, one vveek before 
Bill Scott's debut. Three scripts 
were finished; the cast had been 
selected at AVNYE, the New York 
City Board of Education Station; 

principals of schools had received 
preliminary notices, seven hundred 
flit) -six teachers had received pack- 
ets of educational material arranged 
in order for each broadcast, a count- 
less number of Bill Scott's Scrap- 
books was stacked in piles ready to 
be mailed to the pupils in New 
York City. At precisely 1:39 on the 
next day over \VYNE and ^VY^C:. 
thousands of cliildren in the public 
schools of New York City heard the 
voice of Bill Scott for the first time, 
the same voice that manv other 
children in far-distant cities and 
towns are destined to hear within 
the months to come. So that seems 
to be the picture! Bill Scott is going 
places in seven-league boots. 

May I just jot down these few 
items which may be of interest: 

1. One thousand five hundred and 
seventy-six teachers' packets were 
sent to the New York Citv schools, 
of which number eight hundred and 
twenty were supplied upon request. 

2. Six thousand three hundred 
and eight Bill Scott Sciapbooks 
were sent to New York City pupils, 
all on request. 

3. The Forestry Service of the 
United States Department of Agri- 
culture presented a special award to 
the Board of Education's radio sta- 
tion ^\'NYS, as the station ended its 
series of six programs on conserva- 
tion entitled "Bill Scott, Forest 

Well, that seems to be about the 
whole story of Bill Scott's pioneer 
ing days, starting, strangely enough, 
in the classrooms of a big city. That 

his early missions ha\e been success- 
ful, few will deny. M'/() they have 
been is another matter. 

Certainly it would seem that in 
the enjoyment of high adventure 
voungsters will listen to and remem- 
ber the admonitions of a hearo they 
can all admire. 

When Bill was created, it was 
hoped that he would be loved and 
res])ected by his young friends. He 
is never involved in crime, he has 
no feuds with men, he covets no 
power nor wealth, and yet is cou- 
rageous and kind, without being 

Perhaps that is why every single 
Bill Scott fan eagerly listened to him 
\vhen he said to his niece, June, on 
their last radio rendezvous: 

"I hope that you and Joe and 
Sam have learned something about 
forest conservation. It seems to me, 
June, that American youngsters have 
a real responsibility in protecting 

(CO.NT I.N r K D O.N PACE 37) 


Before production was begun. 
the program authors spent four 
days in the woods and among 
the forest products industries 
examining just what happened 
and why. 

Realism zvas attained in the 
episodes, dramatic though they 
were, because they accurately 
portrayed the common responsi- 
bilities and ei'cry day occur- 
ri'iires in the lires of forest rangers. 

OCTOBER • 19^7 

1 7 

Audio-Visual questionnair 


An Instrument for Evaluating 
An Audio-Visual Program 


TlIK PRESENT extensive expeiuliuiie made by schools 
Ini ;iii(li()\ isual cdiKaiion, hoih in terms of etjiiipmcnt 
and supplies and in terms of teacher and pupil time, 
makes it impeiative that some device be developed to evaluate 
efrecti\ely and direct these expenditures. In some instances 
money has been spent for aids which have not been used 
effectively. In which cases the question becomes, "What needs 
to be done?" It is often difficult to determine whether the 
trouble is in a shortage of |jro|)er eqtn'pniciit, in insufficient 
materials, in inadequate teacher training, in unsuitable build- 
ing conditions, in lack of proper leadership, or in ineffective 
organization and management. VV^c need a means of diagnos- 
ing oiu- local audio-visual |)rol)lems in order to determine the 
answers to these cpiestions. 

However, the "survey insii unuiit" herein presented is de- 
signed to do more than locate tiie trouljle. In each sjjecific 
case it is planned so as to suggest that which should be clone 
to remedy each shortage or malpractice. In the case of those 
planning to institute an audio-visual program for the first 
time, the instrument should serve as a map on which a safe 
and progressively impro\ing program can be plotted. 

This effort is a pioneer one, although it has already i)een 
applied to a numfjer of school situations ranging from the 
one-room rural school to large city systems. The validity of 
the instruinc'Nt lies solely in the experience, training, and 

1 8 


Does the audio-visual leadership hax>e: 

1. Aptitude for and successful exjierience in classrc 

2. Experience and training in suf>ervisory work 

a. Understanding of classroom teacher's proble 

b. Synqjathy for the classroom situation? 

c. Helping constructively with classroom proble 

d. Determining the needs of the classroom teacl 

e. Evaluation of outcomes of the teaching-lean 

3. Successful experiences in curriculum planninj 

4. Training in the field of audio-visual educatioi 
.'). Classroom experiences in the use of audio-vi 

6. Coqtinuing knowledge of audio-visual mater 
and equipment? 

7. Professional contact with others in the fielc 
audio-visual education? 

8. Effective administrative ability? 


A. Administration 

1. Have the financial needs of an effective audio-v 
program been made known to the proper auihon 

2. Is free communication possible and encour 
between the classroom teacher and the leadershi 

3. Does the classroom teacher receive effective a 
ance from the leadership as needed? 

4. Is a long range planning program set up to 
care of future needs including: 

a. Equipment? 

b. Materials? 

c. Curriculum integration? 

d. Community resources and facilities? 

e. In-service training? 

f. Public relations? 

g. Evaluation? 

B. Supervision 

1. Is there a planned in-service training progra: 

2. Do teachers seek the advice and counsel of 
leadership sources? 

3. Is the latest and fullest information on pi' 
trends aird materials being made available to 
classroom teachers? 

4. Is the leadership promoting cooperative effort i 
the teachers to integrate audio-\isual materials i 
the curriculum? 

5. Is there a program supplying needed printed i 
terials, i.e. manuals, catalogs, for all audio-\ 
materials and techniques? 

6. Is there a definite effort on the part of the adn 
trators, supervisors and principals to encouragt 
most efficient use of audio-visual materials? 



Z u. 



t 1 


wisdom of those who formnUitcd it. It ori<;i- 
iialcd as a joint effort of fourteen individuals 
who were and aie vitally inieiestcd in audio- 
\ JMial education. Their total teaching experi- 
ence is 2-13 years, 10 years at the adult or 
college level, 60 years in public school admin- 
istration and supervision, 85 years in second- 
ar\ school teaching, and iS8 vears in elcnicn- 
iar\ school teaching. 1 heir college training 
averages more than one year of graduate work 
al)o\e the B..\. dcgiee. Their jjrescnt teach- 
ing fields include rural school supervision, 
elementary school principalship, visual educa- 
tion directorate for entire city systems and for 
imii\itlual high schools, junior high schools, 
and \ocational schools, and classroom teach- 
ing assiginnents at the primary, intermediate, 
secondary, and college le\el. 

This nicasuring dc\ ice originated in sec- 
tions, each as the work of small committees, 
but the first offerings were so greatly altered 
by the group as a whole, that the final product 
is truly one representing the thinking of the 
entire group. 

It can be used for se\eial purposes. It mav 
survey the entire audio-visual program in a 
school system, it may be used to evaluate the 
program of a single school, or it may be used 
in sections to appraise specific phases of the 
]jrograni. The section on "Utilization" offers 
an excellent opportunity for self-appraisal 
by individual teachers. The part relating to 
leadership may be used as a guide in select- 
ing an audio-visual director. That dealing 
^\ith instructional materials may well guide 
Ijudget recjuests for the next year. The section 
involving equipment and building facilities 
shoidd enable the exaluator to determine 
where equipment expenditures will do the 
most good, and it may be taken into consider- 
ation by administrators who are j^lanning 
building programs. 

The designers of this instrument of audio- 
\isual measurement plan for it to show the 
status of any one or all phases of the audio- 
\isiial program at a gi\en time, and in addi- 
tion they plan for it to point out what needs 
to Ix: done to improve existing conditions. 
One can arrive at no composite score that will 
com])are his school with another school. In- 

stead, the strong and weak points are pointed 
out individually and compared with the opti- 
nuim level of desirability. The instrument 
shoidd be used periodically, present status be- 
ing compared with preceding exaluations and 
new effort and financial expenditiue applied 
where they will bring the most worthwhile 
results. The hrst of five sections follows. 


♦ Leadership is the over-all fador in an 
audio-visual program of instruction. The 
leadership coordinates effective utilization, 
proper selection and continuing evaluation of 
materials, equipment and method in ordei lo 
better contribute to the end of the education- 
al process; namely, jjupil growth. 

Leadership of an audio-\isual program can 
be provided in any existing administrative 
situation. In a rural area leadership can be 
offered by the supervising teacher or a com- 
mittee of interested teachers on the township 
or county level, depending on the number of 
schools served. In most comity administrative 
plans, a full-time audio-visual su|)er\isor 
should be employed. 

In the small urban situation, population of 
less than 10.000. a part-time or possibly full- 
time leadership is needed. However, again an 
interested committee of teachers, on the com- 
munity level, can carry on an effective pro- 

The large urban situation, over 10,000 pop- 
ulation, needs a full-time director to best carry 
on an audio-visual program.** 

This leadership in turn will be aided in the 
immediate school situation bv a building co- 
ordinator, either part or full-time, or a build- 
ing audio-visual committee to carry on an 
optimum program of audio-\ isual instruction. 

To condiici this evaluation, check each item 
in the appropriate column as the answer to 
your particular existing administrative situa- 

• Part 2 llirougli J will appear in the next following 

issues of Sfs. and Hear. 
•• The recommendation of the American Council of 
Education is a full-time director for communities 

OTrr 2^,000 population. 


•A count should be made of the number of items 
checked in each column. Naturally, the more items 
checked in CoUimii A, the more nearly does actual 
leadership of a program of audio-visual instruction 
exist. In an attempt to be objective, the following 
suggestions may be made: 

a. If more than two-thirds of the items are 
checked in Column A, relatively good leadership 
may exist. However, absence of checks automatic- 
ally indicates opportunities for improvement. 

b. .\ majority of checks in Column B indicates 
average or less leadership provision. .Again, obvious- 

ly, presence of checks in this column indicnies 
opportunity for improvement, while absence of 
checks in either Column A or B after a given item 
indicates first needs in creating an organized plan 
concerning the provision of leadership. 

c. Needless to say, the existence of/or frequency 
of checks in Column C indicates a mediocre or 
inferior level of provision for leadership in the area 
of audio-visual instruction. Presence of checks in 
this column demands immediate consideration of 
ways to supply leadership either through super- 
visory, committee, departmental, or individual 
.school organization. 

I 9 



Is a plan proN idcd in which the teachers can take 

rt in sekciing new materials and equipnieni? 

Is provision made lor scheduling and making avail- 

le equipment and materials? 

Are previewing o|jportunities available to teachers 

thin the school huilding? 

Is the leadership awaie ol the latest developnienis 
audiovisual materials and equipment? 

Is provision made lor the classroom teacher to 
idv and use connnuniiv resources and lacilities such 

1. Field trips to: 

" Historic sites? 

Public buildings? 

Industries, etc.? 
I). Is provision made to bring citizens of the local 
Lominunity into the classroom to explain their work, 
to give jjertinent inforriiaiion, etc.? 


Is mechanical service made readily available? 
Are lacilities available for the creation of needed 
:al production of materials? 

Is the leadership allowed sufficient time to carry 
t tile responsibilities of coordinating an audio-visual 
ograrn lor effective utilization? 


Does the leadership share information through 
e medium of: 

Professional publications? 

Is the leadership interpreting the program to lay 
oups and to the school board? 

Does the leadership condtict demonstration audio- 
nial classes? 

Does the leadership: 

Conduct workshops? 

Operate in-service training courses? 

Participate in institutes and symposiums? 

Does the leadership urge teachers to attend the 
ove type of training? 

Does the leadership arrange Extension Division 
isses for the teachers? 

Is the leadership aware of curriculum changes? 

. Has there been integration of attdio-visiial ma- 
rials into the curriculum? 

Does the leadership keep itself informed as to the 
anges in new materials, equipment and methods? 

Does the leadership keep administrators and prin- 
\>als informed of the latest practices in audio-visual 

Is the leadership acqttainted with local commu-' 
ty resources and facilities? 

Does the leadership provide training for teachers 
td/or pupils in the operation of audio-visual equip- 






• Only tliiough active 
co-operation of the di- 
rector, the snperintend- 
ent, principal and the 
teacher can the child be 
assured of the use of tin 
appropriate tools for all 
learning experiences, 
toward this end this eval- 
uation is submitted. 
—Esther R. Chaiclin, 
Sew )iiili Public Schools 

Nexo York Public Schools 
• Utilization of audio- 
visual materials is one of 
the most important sec- 
lions of this survey. AVith- 
(111 1 an orderly approach 
lo the use there is apt 
to be much waste of both 
tciuipmciU and materials. 
—Marion R. Bradbcer, 
Siijicn'isor, A-V Educalioii 
i/ii/ipg Valley, Illinois 

• Some principals and 
leachers still expect visual 
materials to do teaching. 
Visual materials are a 
most effective tool, but it 
is the teacher who must 
shape their educational 
use. This evaluation em- 
phasizes that point of 
—George J. Johnson. 
Vocational Instructor, 
Mihcaukce, Wisconsin 

» \l\ i(s|)onsibilil\ is U) scl up a i)rogram of audio- 
visual instruflion. 
lu alliinplin>> lo sec how our school svslcm now 
opiiaU's and in recoiumendliii; lo uiv supcrinlcndent 
iHcdcd nialciials and e(|nipMieMt. a (ompKlicnsivc 
UKMsuriug slandai<l is (iiLiiiih w needed thing. 

— (!. A. Hrannen, 

A urIio-Vis ual Director, 
—sport, Texas, Schools 


/ ^ *v 

4 Lois Brown, Teacher, Cleveland, Ohio, Public Schools: 
A teacher may have at hand a meager or an abundant supply of audio- 
visual materials, but the use she makes of them determines their value. 
One flat picture well used may, under certain circumstances, be better than 
a reel of film poorly used. .\s I apply this e\aluation scale to my teaching 
techniques, I can avoid the possibility that my use of any one material 
mav be over emphasized. 

4 .-tilliur P. Hoffmann, Teacher, Sheboygan, Wisconsin, Schools: 
An audio-visual program of education is as good as its leadership. Leadcr>hip 
charts the course of action in procuring the needed materials and eijuip- 
menl. Leadership insures that materials and eciuipment are properly inter- 
preted to the teachers through an in-ser>ice training program. To insure 
good leadership, such an objective measure as this must be applied to every 
school situation. 

^ Thomas H. Boardman, Audio-Visual Director, Freeport, Illinois: 
Audio-visual materials are a powerful force in creating interest and motivat- 
ing learning. Their value and use in education is expanding rapidly. Many 
teachers now in school systems and many still in colleges are not and have 
not received sufficient training to use these materials to the gr^test advan- 
tage. -\n in-service training program measure is the only objective means 
by which we can know what is going on when audio-visual materials are 
used in the classroom. 

4 laura Mav. Principal. Clei'eland, Ohio, Public Schools: 

The extent to which audio-visual materials and equipment are elTectivclv 
used in the classroom determines whether or not money is wisely expentlcil 
in this field of audio-visual education. .\ measuring instrument which reveals 
the strength and weakness of utilization of audio-visual materials as used for 
the benefit of children is the only sound measure. 

> I ictor SchmitI, Teacher, West Allis, Wisconsin: 

An in-service training program is an important part of the development of 
an audio-visual program because it serves as a helpful source of information 
on proficient use of audiovisual equipment and materials. Through this 
objective measurement program, the teacher will l)e offered the opportunity 
for improving learning techniques through a choice of the proper audio- 
visual materials and equipment. 

4 J. Wendell Deylon. Audio-J'isual Dealer, Tennessee: 

So important is proper utilization of audio-visual materials and ei|uipnient 
that dealers are increasingly considering it of great value to know efficient 
teaching techniques. Equipment and materials used in a haphazard manner 
do not constitute an efficient audio-visual program. I'lilization is that factor 
on which a valuable and efficient progiain must rest. .\s a dealer I welcome 
the creation of this measuring device. 

4 Laura Twohig, County Supervising Teacher, Wisconsin: 
An effective in-service training program for rural teachers is imperative:— 
1) because education for teachers as well as pupils is an ever-continuing 
process; 2) it is essential to keep abreast with current methods and develop- 
ments in audio-visual techniques; 3) a practical situation exists; namely, a 
high turnover of teachers— as much as 75% each year. 

^ H. W. Embry, Supervisor, A-V Education, Dallas, Te\as: 
Too many school administrators l>elieve that a costly array of projectors 
alone will insure an effective audio-visual program. .\ sound audio-visual 
program cannot just be bought from some dealer. This evaluative set-up 
should indicate what equipment should be purchased, when it should be 
purchased, and what should be done when equipment fails to result in 
improved classroom experience. 

4 Lyell J. Moore, Audio-Visual Director. .\/«joii City, lou'a: 
No audio-visual program can be successful unless each of its component parts 
is criticallv scrutinized and evaluated by the personnel of the school system. 
As a director of audio-visual educaticm. I consider Ibis mea.suring inslnimeni 
lo Ik.- invaluable as a check of llie pic-scnt siiualion louaicl uliiniale impriive- 
mciil of the entiic program. 

^ (,lenn F. Oluell, Vocational Coordinator, Madison, Wisconsin, Vocational 

.\n evaluation is important. It assists teachers, supervisors, and administrators 
in the selecting, locating, and use of educationally desirable audio-visual 
instruction material. .\n evaluation provides encouragement to the teacher 
who wishes lo become more efleciive. It provides an inventory opportunity 
which, when repeated, ultimately leads to I>eltcr teaching. 


In the Primary Grades 

By Cicorgc R. Monroe 

Diirclof, Au(lin-]"tsu(il ICdurfilinii Dcparliiirnt, 
Ifiiniholdl (',ouiil\ Stliooh, Eureka, Califot nifi 

f'iiu'cis slioulil sil rioif In llw jiiilli of lisilil lliiowii from the jirojcctor to the screen, making the aisle just leide enough for the 
liglil to jmss Ihiough. I'/aic tlie sereen at eye h'vel for the small learners, lelio should not sit nearer than ticn screen widths. 

wliich may be used with pri- 
mary children to promote 
readiness lor reading and oral ex- 
pression is the 2x2 kodaihronie 

Briel siuch ol leachcrs' nianiials 
which accompany current reading 
series shows the need for much illus- 
trative material in providing for 
children a rich source of new ideas 
and experiences whiih in turn con- 
tribute toward preparedness lor the 
exciting adventure of learning to 

i\Ian\' of the recent books on read- 
ing insiruciion call attention to the 
value of visual and auditory aids in 
building and developing children's 
backgrounds. For example: "Pre- 
reading materials for l)iulding mean- 
ings lean heavilv upon the use of 
pictures and upon discussions and 
stories about pictures."' 

One of the finest means for einich- 

ing children's experiences and build- 
ing backgrounds of ideas from which 
a desire and need for reading may 
arise is the excursion of school 
journey. By this means the child 
may learn at firsthand many fascin- 
ating facts about farms, animals, and 
conmumity helpers. However, din- 
ing the very first school experiences 
classes may not be well enough or- 
ganized; time, distance, weather, or 
other factors may make such trips 
impossible or impractical. If this 
is the case, the use of illustrative 
aids in the classroom becomes im- 

One device which has prov ed help- 
ful to teachers in developing readi- 
ness for reading is the use of koda- 
chrome slides. The technique is 
verv simple. It is recommended that 
onlv a few slides be used at a time. 

1 his point nuist be decided upon by 
the teacher in the light of her pur- 
poses, the topic, materials av ailable, 
interest and maturation levels of her 

"Many teachers make the mistake 
of presenting too many slides or pic- 
ttnes from a stripfihn at one time or 
in one period. This is more com- 
monly done with projected materials 
than with flat pictures, because there 
are generally several pictures in the 
set or on the stripfilm and it is easy 
for the teacher to assume that her 
lesson is incomplete unless she has 
shown all of them."' 

In using slides to develop readi- 
ness, proceed somewhat along the 
following steps: (1) Decide on a 
real urpose for using the slides. (2) 
Carefully select four or five slides 
relating to the reading readiness pro- 

' (Juy I^. Ut-tnd and Eva Bond. "Teaching the 
Child to Read." New York : The Macmillan 
Company, 1945. p. 68 , 

' Harry C. McKown and Alvin B. Roberts. 
"Audio-Visual Aids to Instruction." New York : 
McGraw-Hill Book Company, Inc.. 1940 p. 142. 

SEE .\ N D H E .\ R 

gram. (3) Project iheni with a 
ininiimmi ol effort by lia\ln^ ciiuiij- 
ment and materials set up before- 
hand. (4) Evahiate the results ol 
the showing and pro\ide opporiuiii 
ties tor subsequent atti\ities such as 
stor\' telling, painting, clay model- 
ing, tlramatic play, building acti\i 
ties, and chart stories. 

.Many ot the readiness books ac- 
companying the reading series now 
in use deal with pets, childrcTi ai 
plav, the farm, animals, or cominun- 
it\ lile. .Many 2x2 kodachromes re- 
late to the above sidjjccts. They may 
either be procured from conmiercial 
sources or taken b\ a local photogra- 
pher. Teachers must set up stan- 
dards of evaluation and apply them 
in selecting materials for their own 
use. Slides for use with primary 
children should be: (1) clear and 
definite, presenting \i\idly that 
which it is portraying: (2) simple 
in composition and present one cen- 
ter of interest: (3) ones that show- 
objects in their natural environment 
or if of people show them in situa- 
tions of good human relationships 
and, (4) photographically correct. 

Bv placing the screen in such a 
way that the lower edge of the pro- 
jected picture is nearly on the floor 
and grouping the children on the 
floor or on their small chairs, an 
illusion of nearness and identifica- 
tion with the pictures is gained. For 
example, a few kodachromes of farm 
animals projected on a low level 
will give the feeling to the children 
that the animals are right in the 
room. Children who have for all 
their years surveyed the world from 
a point between three feet or less 
above the ground will be confused 
when we destroy this relationsiiip. 

To secure an undistorted picture 
on the screen the projector may be 
placed on a low chair an da little 
gap left in the semi-circle of children 
for the beam to pass through. Chil- 
dren can be seated in such a way 
that all can see without discomfori, 
and care should be taken that those 
on the other edge of the semi-circle 
are not looking at the screen from 
too great an angle especially if a 
beaded screen is being used. Chil- 
dren should not be seated too close 
to the screen. 

If carefully selected 2x2 koda 
chromes are used for the purpose ol 
(continued on p .a g e 37) 

\<ituial outcomes of realistic first 
lumd experiences lead to the co- 
tifierntitv class project— creating tlie 
experience cliart. Here is wiiere 
the experiences become nieaninnfiil 

t-itrtlicr outcomes occur when the 
(tiildren I'isualize creatix^'ly tiic 
products of their imaginations, us 
litis youngster is doing. 

lirlme is the slide viewing holder, 
a section of the slide folder used 
in the Humboldt Coutit\ Audio- 
Visual unit of stud\. By "fiopjnng" 
one section at a lime, slides may 
be removed, showti, and then re- 
turned to proper order. Material 
folders such as these are available 
for each of the primary units. In- 
formation on the source of these 
filing materials can be obtained 
direct from the author. 


19 4 7 

2 3 

riew WMLaterials 

F I L M S • S L 1 D E S • R E C R D I N G S 


Animals ol the Farm- (10 luin.) 
$50.00. TF, Inc. 
Prim.; Rendinii, R('(i(U)icss. 

• Shows the plivsiral ;ii>iK-anuicc and 
habits of common animals ot the 
larm, the biiilclinus oi the farm, and 
gi()iil>si tidies of animals, as well as 
family and individtial close-ups. Ma- 
terial is presented slowly in order lo 
gi\e young children plenty ot time 
to waich cath animal in detail. 
Atom Bombs: Bikini (Bomb No. 5) 

— 1 reel, 16mm soinid, news short. 
Paramotuil News. 

.\tom Bombs: Hiroshima (One Year 
After - August 6, 1946) - 1 reel, 
Kinnn soinul, Paianiouiii News 

• Made iij) of pictures taken by the 
Japanese at the time of the Hiro- 
shima bomb blast: released in the 
U.S.A. in August. 191(i. 

.\tom Bombs: Bikini Underwater 

— 1 reel, llinnn soinul. news short. 

.\lomic Energy— 10 miii., sound. En- 
cNclopedia liriiannita Films, Inc., 
20 i\. Wackcr Dri\e, CHiicago 6, 

• While opening and closing shots 
■uc ol ihc Rikin tests, the body of 
I he lilm tlestribes in very complete 
animaietl seciuences the principles ol 
luiclear fission and chain reactions. 
Even though leisurely paced, great 
concentration and re-study are neces- 
sary to undersiand entirely this most 
abstract of concepts. Excellently or- 
ganized, highlv gra])hic, and com- 
|)letely vistiali/ed. 

Atomic Power— 1'.) niin., sound. 
March of I ime, .'i(J9 Lexington 
Ave., New York 17, N. Y. 

• Discusses the background of 
atomic energy, lamoiis names in 
atomic research and de\elopmeui, 
both European and .American, the 
role of industry in the mammoth 
|)roject. and the necessity foi' under- 
standing ihe lull nuaiiing of the 
atomic aae. 

Behind the Scenes at the Airport— 

(10 min.) $50.00. TF, Inc. 

Prim. Intermed.; Soc. Studies. 
• This film demonstrates what hap- 
pens behind the scenes at a tyj)ical 
airport, showing precisely what oc- 
curs, beyond general view, in the 
complex and highly organized world 
\\hich operates our traffic in this air 
age. An 8 year old boy in the pic- 
ture learns about the Operations 
Room, the Chief Pilot, Reservations 
Clerk. Ramp Agent, Control Tower 
Chief, and many other aspects of the 
airpoi t. 
Brush Techniques, The Language 

of Watercolor— (10 min). Sound. 

Color. Purchase price $90.00. ap- 

p]\ for rental. EBF. 

/)'. Sr. H.S. Col., Art SdionJs. 

Adult: Art, Art Appreciation. 

• Brush Techniques is the second in 
EBF's series of films featuring the 
noted walercolor artist Eliot O'Hara. 
Like Paintinn; Reflections in ^yaler. 
ihe carliir film in ihe series, ihi'i 
])rodu(lion lolK)WS step by ste|) as 
the artist executes a watcrcoloi 
sketch. It shows how O'Hara orga- 
nizes his material and the \arious 
uses of his brush to achieve varied 
effects. Other examples of f)nisli 
iechni{|ue are illustrated. 

En Bretagne — (16 min). Sound. 
B&W. S67.50. Rental, $5.00 per 
day, $7.50 per week. IFB. 
]r. Sr. H.H., College: French liin- 

• A language teaching film on the 
French province of Brittany. Both 
interior and coastal zones of this 
historic district aie shown, illiisliat- 
ing the lile and princijile occupations 
of the people. Simjjly spoken com- 
mentaiy is in French, wiih prinled 
copies axailable for stiuh. 

En Normandie— (19 min). Sound. 
B&\V. $67.50. Rental. $5.00 per 
day, $7.50 per week. IFB. 
Jr. Sr. Tf.S.. College: Frem h lini- 


• A sm\e\. with simple Freiu h nar- 
laliou. ol the economic lile ol llic 

lieucli proxince of .Xormaiidv. Botli 
agricultural and industrial scenes 
are included along with \ lews of the 
tx\() major ports, Le Havre and 
Rouen. Printed copies of the com- 
mentary are available for study. 
The Feeling of Rejection— (23 min) . 

B&W. Sound. .SIO, Rental $2.50. 


College: Psychology. 

• The case history of a young woman 
who learned in childhood not to 
risk disappro\al by taking independ- 
ent action, this film shows the hariri- 
fiil effects of her inability to engage 
in normal competition and analyzes 
the cause of her tiouble. Scenes 
showing the therapy methods by 
which the girl is helped to face and 
txamine her problems are included. 
The Hare and the Tortoise (10 
min.) Sound B&W S45 Rental, $2.50 

Elementary Grades; Eng. Lang. 
k Arts. 

• .Aesop's age-old story of the turtle 
and the rabbit who had a race is 
here re-told with an all-siar animal 
cast of real animals including a 
old owl, a fox, a gossip\ goose, a 
rooster, and a racccion. The jjrob- 
leni of having real animals re-enact 
the story was solved by Lynwood, noted wild-life photographer. 

The animal actors seemingly talk to 
one' another, while the sound track 
j;i\es them "\c)ice". 

Know Your Baby— (10 min) . Sound. 

Color. S75.00, Rental $2.50. 


College. Adult: Child cure. Child 

• Illustrates ap]i)C)\ed methods for 
the care of the new baby. A home 
situation is shown where other chil- 
dren arc ])resent and the considera- 
tion and understanding necessary 
until the family adjusts itself to the 
demands of the newcomer are noted. 

Scinic Ikiiii ■■Till- Ficliiiii nf llrjrrlion" 

2 4 


A few siiiijile rules arc pninicd out 
toiKcriiins^ tlie proxisioii of jjroper 
food, clothing, and bedding as well 
as other essentials including bathing 
and "burping." This film has ihe 
appro\al of ihc American Medical 

.Mammals of the Rocky Mountains 
(10 min.) Sound S^."). R&:\\'; .S7.') 
C;olor CIF 

Iiitermed., Jr Sr HS; Gcii. Sci.. 
Biology, Cotisen>ation. 

• Designed to illustrate how sea- 
sonal adaptations of mountain ani- 
mals are correlated with their chang- 
ing food situations, this film was su- 
per\ ised b\ Colin H. Sanborn. Cau- 
ator of Mammals, Cliicago Natural 
Museum. Mountain Goat, Big Horn 
Sheep. Nfiile Deer, Porcupine, Bea\- 
er, .Marmot, and other mammals of 
the Rocky Mountain region are dis- 
cussed with their varying wa\s of 
adapting to seasonal change. 
Mammals of the \Vestern Plains 
(10 min.) Sound 54.'). B&W; S75 
Color. CIF 

Intermed.. Jr Sr HS; Gen. Sci., 
Biology, Consewation. 

• Sweeping across the western 
plains of North America, the cam- 
era has captured the area's animals 
in their natural en\ironment. The 
film indicates how man has upset the 
natural balance between herbi\er- 
ous mammals like the Bison, Deer, 
and Elk, and such preving carni- 
vores as Timber Wolf, Cougar, and 
Coyote. Produced under the super 
\ ision of Colin H. Sanborn, Curator 
of .Mannnals, Chicago Natural His- 
tory Museum. 

Operation Crossroads — Sound, 30 
min.. color. Byron, Inc., 1226 
Washington A\e., Washington 7, 
D. C. 

• The remarkable color, official 
armed forces photography document 
of the operations leading up to the 
tests .-Vble and Baker at Bikini in 
1946. .Multiple photography made 
possible the opportunity to include 
many sequences of tlie actual explo- 
sions from directly o\erhead, on the 
Bikini beach, and at several angles 
and altitudes from the air. 

One World Or None— 9 min.. soimd. 
Film Publishers Inc.. 25 Broad St.. 
.\ev\- \'ork, New York. 

• The film opens with a description 
of how the individual discoveries, 
the complete combination of which 
led to the release of atomic energy. 

ha\c been contributed to by scien- 
tists all over the world. The state- 
ment is made that ultimately atomic 
power cannot be the secret of any one 
nation. Sequences show the terrific 
destruction wrought at Nagasaki, a 
glimpse of the Bikini explosion, em- 
phasizing the need for control of 
atoTuic energy. 

Peace On Earth— lU min., soimd. 
color. Teaching Film Custcjdians, 
Inc.. 25 W. 43rd St., New York 
18, New York. 
• Unique satire of war seen through 
the eyes of grandpa squirrel and 
his squirrel grandchildren, .\nimals 
ol I he forest taking up life where 
man. who always destroys himself 
through fighting, leaves off. Christ- 
mas, the occasion for the animal's 
celebration of return to a peaceful 

This Carrier Indian wears a beaded jacket 

innde b\ tlie women of Iiis tribe. 

Peoples of Canada— (21 min). Sound. 
B&W. §40. Rental, S2.50 per day. 

Intermed., Jr. Sr. H.S.; geography. 
Social Studies. 

• .\ new 1947 edition of a very pop- 
idar film which shows the various 
groups, from Nova Scotia to British 
Colinnbia, who make u]) the people 
of Canada. Principle cities and in- 
dustries are shown, and animated 
maps illustrate the growth and his- 
tor\ of the countrv. 
Watchtower Over Tomorrow— 15 

mill., sound. Teaching Film Cus- 
todians, Inc., 25 \V. 43rd St., New 
\'ork 18, New York. 

• Explains the growth of United 
.Nations' peace plan, from .Atlantic 
C:harter to the present. Shows the 
secinitx coimcil acting in one hypo- 
th(ii<al situation b\ cutting off 

connniniications, all trade and eco- 
nomic lilc of the aggressor nation 
with the outside world, when a rebel 
nation chooses to witlulraw. 
Sixteen to Twenty-six— ( 17i,.> min) 

Sound. Color. $112.50. Rental. 

.S3.75. NFBofC. 

High School; Health, Hygiene. 

Phy. Ed. 

• For female audiences onh, this Idm 
presents facts about the extent, trans- 
mission, course of infection, ssnip- 
toms, and treatment of gonorrhoea 
and syphilis. It is presented against 
the background of an informal lec- 
ime b\ a physician. 'Fhis |)rodiution 
has been accepted by many Cana- 
dian and U.S. State Departments of 

Snakes (10 min.) .Soimd .S45. B&:W: 
.S75, Color CIF 

Intermed., Jr., Sr. H.S.: C,rn. Sci., 

liiolngy. Nature Study. 

• Not only does the film develop 
the idea of what the snake is, but 
also shows students how a snake 
differs from and yet resembles other 
mannnals, and how the snake illus- 
iraics nature's principles of adapta- 
tion. Supervised by Dr. Howard 
Ciloyd, Director, Chicago .\cademy 
of Science. 

Story of .41fred Nobel — 1 1 min.. 
soimd. Teaching Film Caistodians. 
Inc., 25 W. 43rd St., New York 
18, New York. 

• .As inventor of dynamite, shows 
.Xobel's thinkinsi evohins toward 
world collaboration for peace. Poses 
problems similar to present problem 
of atom control. 

This Land of Ours— (Series, 1 reel 
each) Sd. Color or B.&W. Rental, 
film libraries and dealers. Sale, 
through dealers, or direct to 
Dudley Pictures Corp., 9908 Santa 
Monica Blvd., Beverly Hills, Calif. 
Upper elementary to adult. Geog- 
graphy, commerce, economicSj gen- 
eral interest. . 

• This scries when completed will 
include a film on each of the 48 
states and several individual cities 
and territories. 

I he films are well planned as 
introductions or reviews of the in- 
dustry, resources, capitol and prin- 
cipal cities, and brief histores of the 
states. Each film begins with a map 
location of the state in relation to 
other states and the country as a 

( c: O N I I .\ I K I) () N 1' A (; K 3 0) 


19 4 7 

2 .5 

• Nalural Science, 
General Science, 
Biology, Library. 

Two primary grade pu- 
pils express their inter- 
est in the reactions and 
habits of the Hamster, a 
fascinating little house- 
hold fiet. 

Milwaukee Public Museum 


by Elmer R. Nelson, Jr. Curator. Miln'onkee Publir Museum 


golden hamster, a charming 
and lovable rodent from the 
deserts of Asia Minor. 

Her golden brown coal is accented 
by rich brown and white darts 
ascending from a snowy throat to 
the sides of her neck. Thin, parch- 
ment-like little ears stand at atten- 
tion at I lie slightest provocation. 
With ipiick. furtive movements she 
races about in spite of a chubby 
body, short legs and roly-poly tiinuny 
which sweeps the floor. Her diminu- 
tive, seemingh hairless tail is almost 
lost in the golden brown fur of her 
nuiij). Hamsters are as ideal for 
small caged school pets, as they are 
for the home. Many schools are find- 
ini^ iheni niosi iisefid in acquainting 
(liihhxn with animal habits and 
instincts. Primary children have a 
grand time as well as a valuable 
experience, studying these little fel- 
lows. Hamsters can be handled with 
impunity betause, mider proper care 
and management, they are extremely 
clean and of mild disposition. Fur- 
llurmorc, hamsters are odorless and 
generally noiseless. Their temper 
varies w'ith sex and situation. A fe- 
male is likely to be aggressive when 

• Hjiiisurs ni.ny be obtained from General Bio- 
logical Supply House, 761 E. 09lh Place. Chicago. 
Illinois, or oilier st liools having Manister families. 

raising a litter. But alone, without 
a mate or a litter, she is a model of 
good conduct. Recently we tried to 
introduce another female as a com- 
panion. Both seemed selfish and 
incompatible. They seem to enjo\ 
living alone. 

The diet of hamsters is quite 
simple. They thrive on dry oatmeal 
and a little greens. They enjoy an 
occasional treat such as a lima or 
green bean, cheese and nuts. The\ 
recjuire no liijuid other than that in 
the green foods, but we have found 
that a nursing female will drink a 
little fresh milk. We hasten to warn 
prospective owners that hamsters are 
never tame in the sense that they 
can be released and trusted to return 
to their cages. At one time when 
we were raising a litter of nine 
healthy little hamsters, we thought 
we would temporarilv relieve crowd- 
ed living conditions b\ pulling 
"Pa]>py" and a few of the weaned 
offspring into a wooden box. The 
next morning the new quarters were 
deserted. The rascals had gnawed 
their way out, but it didn't take us 
long to discover their hide-out. 

In our own home we have a three 
year old son. Chuckle. Chuckle loves 
his little pet as other cliildren do 
their dogs and cats. Furthermore, 

since she is only a mere fistful, she 
is also more maneuverable. He can 
take her from her cage any time he 
needs a playmate. Obligingly she has 
assumed the role of puppy, kitty, 
wolf, bear, goose-goose and pig-pig. 
She fits nicely in his toy block houses 
and in his carboard barns. What is 
more, she seems rather to enjov his 
eager, if sometimes uncomfortably 
tight, grasp. I confess I like to play 
with her. too. With shiny black eyes 
and nervous nose she inspects me 
closely. She scampers over my lap, 
patters up and down inside my 
sleeves, climbs up my coat lapels, 
crawls down and starts her antics all 
over again, ^\'hether she is scurrying 
about stuffing food into her capacious 
cheek pouches (Chuckle calls her a 
vacuum cleaner because of her man- 
ner of eating) , or whether she is 
busily engaged in bathing herself, 
she is a constant source of amuse- 
ment. She puts on her best shows 
at night, for she is nocturnal by 
instinct. We all find it well nigh 
impossible to pass the little hamster's 
cage without giving her some atten- 
tion, especially when she sits up 
straight and looks at us expectantly. 
And, hav ing become hamster addicts, 
we give her what she wants. 

2 6 


Toward Better Film Edition 

NARRATION is an imijor- 
lani faciur in intliiencing 
the way in which the child 
participates in the learning activities 
of the film. The difficultv of either 
the spoken or written word to con- 
\ev precise meanings to children is 
well known. While the combination 
of pictures with the sjjoken word 
offers many advantages, an examina- 
tion of sound pictures will show 
some of the problems invohed. Most 
sound films tend to exploit their 
visual medium much better than 
thev do their sound medium. Too 
frcquenth. iJie sound in the film 
consists solely of the comments of 
the narrator on the visual action 
with little or no attempt to include 
the sound unique to the action itself, 
which could be obtained only 
through first-hand experiences or 
through a sound mo\ie portrayal 
of it. 

Another use of narration is to 
]x>int out or underscore the ideas 
to be obtained from the visual action 
shown. Because this process of point- 
ing out the major idea is necessarily 
on some level of abstraction, and 
because it is extremely difficult to 
select the descriptive statements 
which are b)oth interesting and mean- 
ingful to children, such narration 
is frequently either overly professor- 
ial or overly condescending. 

A problem in securing the partici- 
pation of the child in the action of 
the film is that of focusing the 
attention of the learner on the im- 
portant points to he made by the 
film. .\t times the "point" is made 
by the visual action, and the atten- 
tion is focused on the essential idea 
bv techniques of photographv such 
as animated diagrams, a pointer, an 
enlargement of the areas showing 
the important action, or bv concen- 
Hating the action. At other times, 
the narration anticipates the major 
{X)ints of the action bv saving: 
"Watch how the father sunfish pro- 
tects babv sunfish from the hungr\ 
bass."* Many times. howe\er. the 
narrator has to supplv the idea or 
the siip|>)rting facts not jxissible to 

bv Dr. \irgil E. Herrick 
i'niveisity of Chicago 

the visual action. Here the child 
tends to have increasing difficult) in 
keeping his attention focused as the 
number of discrete elements increase. 

In the organization of the learning 
secjuence in the action of the film, 
sound films must face the same prob- 
lems of selection of the concepts and 
related activities and their develo]}- 
ment into a proper learning sequence 
that all text materials must face. 
Therefore, the film and its script 
are open to the same criticism made 
of all text materials. 

Most instructional materials are 
organized on the basis of the subject 
and the logical relationship of the 
concepts to he de\eloped. These con- 
cepts and their logical structures are 
then used as a basis for selecting the 
activities, experiments, narrations, 
etc. which can best illustrate and 
develop these concepts. Tfius, for 
many concepts, the locale of the ac- 
tion, the activities included, and the 
narration cannot be too foreign to 
a child's background if he is to profit 
to an\ degree from the experience 
of seeing or hearing the activities 
portraved in the film. 

In other words, the script writer 
for a sound film has to assume that 
the topic of the film is important to 
education and to children, that the 
major ideas can be identified, and 
that he can select the specifics whidi 
will (a) de\elop understanding of 
these ideas, (b) be interesting to 

* Sunfish, sound. 11 mioutes. Eoo'dopaetlia Britan- 
nica Films, Inc. .A\jiUble at your nearest 6lni 

Above: A scene from the film Sunfish which 
meets the qualifications necessary to bring 
a learning experience into the classroom. 
Picture courtesy Encyclopaedia Britannica 

children, and (c) provide a con- 
ceptual framework for ideas and for 
their application to other situations 
of use. These are a multitude of 
assumptions for any one jx;i"son to 
manage at any one time. Of course, 
these assumptions jjoint to problems 
confronting education generally and 
are not the unique problems of 
sound films. These assumptions sug- 
gest, moreover, the impwrtance of 
the teacher knowing the film thor- 
oughly before she uses it in order 
to see how it can contribute to the 
learning of her group of children as 
well as to be able to point out the 
importance of other materials and 
activities in- addition to the film in 
achieving the major understandings 

Manv educational film companies 
have aided in this task by pro^iding 
the teacher with attractive, well- 
developed and illustrated teacher's 
manuals for each film and by em- 
phasizing the use of summarizing 
or highlighting techniques within 
the films themselves. Others have 
experimented with film narrations 
developed with the help of children. 

In brief, there exists much need for 
improvement in teaching-film edi- 
tion. Narration must be simplified 
and made increasingly understand- 
able to the child. Environmental 
sounds need to be used more gen- 
erallv. Of great worth is the inclu- 
sion of method techniques which will 
be built around the interest and 
attention of the pupil in the film 
learning exjjerience. We need more 
carefully and correctly edited sound 
teaching films. 

Editors Note: ^Ve have good leach- 
ing films today, but they can be 
better— better in narration and in 
sound track. It is Dr. Merrick's con- 
tention that narration is not on a 
par with photography. More careful 
planning of vocabulary— more com- 
plete observation of the psychological 
implications of learning, age group 
by age group and interest level by 
interest level, is the next great op- 
portunity for the imprn-.i-ment of 
classroom films. 


1 9 4 

2 7 

For Better Home living 

By Ellen MiUinan 

Third Grade Teacher, Hellevue School, Clayton, Missouri 

of the Bellevue School, Clay- 
ton, Missouri, had an oppor- 
tunity, recently, to see the filmstrips* 
entitled Getting Ready For Bed, 
Getting Ready For School, A Day at 
School, After School Hours, and At 
Home in the Evening. 

After we looked through the film- 
strips the children discussed them; 
and very interesting were their rea- 
sons for liking what they saw. Here 
is what they said: 

1. The filmstrips were new and 
the pictures were clear and inter- 
esting to look at. 

2. The reading was easy, so that 
all of us could read quickly and 
without help. 

3. The words were well-spaced 
within the sentences. 

4. The hlmstrips reminded us of 
the things that we can do, such as 
sharing and playing together fairly. 

5. The fdmstrips tauglit us good 
health and safety rules. 

6. We thought the stiips were in- 
teresting because Bobby and Ellen 

did many of the things all of us 
like to do every clay. 

We continued to talk about the 
filmstrips, and here is our general 

1. Getting Ready for Bed 

♦ The photography of this film- 
strip is excellent; so is the organiza- 
tion and presentation of the mate- 
rial. We think that any first, second 
or third grade child would under- 
stand these filmstrips, particularly 
when studying the units on the 
Family and the Home. Certainly 
the materials of this filmstrip in- 
crease the children's sense of re- 
sponsibility. The fact that it stresses 
many health habits that each child 
should practice before going to bed 
in the evening is encouraging. 

2. Getting Ready for School 

♦ Here again, photography and 
organization of materials are excel- 
lent, interesting to children in grades 
one, two and three. The materials 
supplement well, the units on healili 

'Tcach-0-ri!m strips, each approximately 40 
frames. BS;W. Popular Science Publishing Co.. 
Inc., 353 Fourth Avenue, New York 10, N. Y. 

77i/5 filmstrip scries teaches lieallh habits 
to primary graders by shotviiig habits 
jntlowed by others of their own age. 

or safety. The contents give the chil- 
dren a fine picture of other young- 
siers iheir own age observing good 
health and safety rules. This film- 
strip is strong because it brings an 
up-to-date list of materials to the 
attention of the children. The ques- 
tions asked during the filmstrip 
showing make the film more per- 
sonal as far as the children's identifi- 
cation with it is concerned. 

3. A Day at School 

♦ Good photography and excellent 
organization should make this film- 
strip desirable as a material to be 
used bv first, second and third a:rade 
cliildren as they study their unit on 
health habits. The content of the 
lihiistrip illustrates how the children 
practice habits of personal cleanli- 
ness and neatness as the\ take care 
of themselves, their rooms and their 
ccjuipment. My children were de- 
lighted as they saw that they had 
similar experiences each day of their 
sriiool life. 

4. After School Hours 

♦ After School Hours is an out- 
standing filmstrip useful in the study 
of communit) life and life in the 
city for primary grade children. 
These materials utilize to the fullest 
extent the experiences that the child 
meets in his every-day environment. 
It impressed my children with the 
[)recations to be used in preventing 
colds, playing in safe places, sharing 
and being good helpers at home. 

5. At Home in the Evening 

♦ The unit. Family and the Home, 
can ^vell include this material in the 
primary grades. It encourages the 
establishment of pleasant social re- 
lationships among each member of 
I he family. The thought-provoking 
questions provided dining the film- 
strip showing, and as a part of the 
(ilmstrip, provided an incentive for 
good oral discussion of food, good 
lighting, ways of avoiding accidents 
and need for putting away toys. I 
believe that among the currently 
produced filmstrip materials, these 
are among those ■\vhich may well 
find their place in the conduct of 
primary grades social studies, lan- 
guage arts and reading readiness 
work. • 

2 8 


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19 4 7 

2 9 

Inveutory of New Materials 

(continued f 

Of particular value to their class- 
room use is the summary at the eiui 
of each film reviewing briefi\ the 
main facts presented in the film; an 
excellent teaching device which calls 
aiiontion to the ])oinls to be re- 
mrmlKied about liie slate. 

W'liilc il is impossiljK' to prescul 
summaries of all the films in ilu- 
series here, it can be repf)rted thai 
all of the films seen so far have been 
«)f imiformly good c]uality. excellent 
|)hotography, antl should prove \alu- 
able teaching tools in all areas of 
the curriculum studying American 
states and regions. 

Films now available include: 
Maine: Neio Hampshire: Vermont: 
Massachusetts; Rhode Island: Utah: 
California: Arizona: AVjc Mexico: 
Wyoming: Montana: Grand Canyon: 
Indiana: Illinois; Pennsylvania; 
Washington. D. C: Florida: Con- 

This World of Ours- (Series, 1 reel 
each.) Sd. Color and R.S:\V. Ap- 
plv for price. 

• .Another Dudlcx Picliues Corp. 
series, comparable in (onteni 
and format to This Land of Ours, 
listed above. Eventually a short 
leaching film will be available on 
most of the countries and signihcant 
areas of ilif world. 

.\\ailable novv are: Panama: Cos- 
ta Rica: Cuba: Mexico. 

Training Voii to Train Your Dog 
Series— United ,S|3ecialists, Inc. 
Jr., Sr. H.S., Col., .idult: Sport 

• Three films based on Blanche 
Saunder's book of same title; films 
sub-titled: 1. Puppy Trouble, 2. Ba- 
sic Obedience Instruction, and .'5. 
Advanced Obedience Instruction. 
Prices in color: 1. ,S1.')0.()() and 2. and 
3. $210.00 each; B&W, 1. .^fiO, and 
2. and 3. $75.00. 

Very Dangerous— ( 1 8 min) . Sound. 
Color. S112..")0. Rem al $3.75. 

High School; Health. Hygiene, 
Phy. Ed. 

• For male audiences only, this film 
deals with the synijjtoms, treatment, 
and transmission of syphilis and 
gonorrhoea. The germs are identi- 
fied and ihc course of infection 

RO.M PAGE 25) 

traced with diagrams of the male 
genitals. The prevention of disease 
and I he value of blood tests are also 
included. .V very dignified, \aluable 
presentation of "difficult" subject 

Water Supply - (10 min.) B&W 
S 15.00; Color S75.00. .\cademy. 

]r.. Sr. H.S., Col. Adult: Gen. Sci.. 
Chem., Geog., Geologx. Xat. Sci., 
Phys.. Physiol.. Health, Xursing. 
Soc. Studies. 

• This production shows how the 
water supplv is obtained in various 
sections of the coimtry. Beginning 
with animated diagrams illustrating 
how water soaks into the soil and is 
stored there, it goes on to show 
\arious methods of remo\ing this 
g r o u n d w a t e r , such as natiual 
springs, artesian wells, bucket wells, 
and hand and electric piunps. The 
use of surface waters, such as lakes 
and rivers, to sujiply the needs of 

large cities is discussed, including 
scenes of California aqueducts. 

We the Peoples— 10 min., sound. 
Young America Films, Inc., 32 
East 57 th St., New York 22, New- 

• .\ provocative documentary film 
presenting the story of the United 
Nations Charter. It shows how man's 
desire for peace and human rights 
and his abhonence of wars led to 
the need for and the formulation of 
the United Nations Charter. The 
aims of the charter and the organiza- 
tion formed to carry tliem out are 
discussed in detail. 

Wool (10 min.) .Sound B&W S45 

Intcrmed., }r Sr HS; Social Studies, 
Geography, Commerce 

• Produced with the co-operation 
of Dr. R. H. Burns, and .Alexander 
Johnson, both of the University of 
Wyoming, this film shows how wool 
is grown, how sheep are sheared, 
and how the fibers aie processed and 
tiniied into clothing. 

Filmstrips and Slides 

Atomic Bomb — Technical, for sci- 
ence classes. Visual Sciences, Box 
264 E. Suffern, New York. S3. 

A Trip Through Our School-$2.50 


Prim: Reading Readiness. 

• .\ new filmstrip not c[uite through 
production. It is a picimc story of 
a child in his first day at school. He 
visits the principal, the nurse, boiler 
room, etc. Two or three lines of 
elementary reading matter are on 
each picture. 

Brotherhood of Man — Brandon 
Films, Inc.. KiOO Broadway, New 
York 19, N. Y. 

• Scientific facts of the biological 
conmionness of all peoples is ex- 
plained with deftness and humor in 
color cartoon animation. Based on 
Races of Mankind by Benedict and 

Clouds-Sct of 40 2 X 2 slides. Color. 
Miniday &: Collins. 
Jr.. Sr. H.S.. Col.: Gen. Sci. 

• .A series of colored slides showing 
the various cloud formations accord- 
ing to the internal ir)nal system of 

Death VaIIey-18 color slides. $G.OO 
per slide. ^\'est-\'iew Co. 
Element, and up. Geog., GeoL, 

• Beautiful color scenes of historic 
Death Valley National Monument. 
Accompanied by explanatorv text 
and map of the region. 

The Desert in Bloom — 1 8 color 
slides. $6.00 per set, 50c per in- 
dividual slide.- West-View Co. 
Element, and up. Nat. Science. 
•The colorful, exotic blossoms of 
the otherwise austere and forbidding 
cacti of the Souihwestern desert. 
Reautifid jjhoiograpliv in color. 
Complete with text giving names of 
the varieties and additional informa- 
tion on desert vegetation. 

The Fireman— set of 15 2x2 slides, 
Color. Minidav 8: Collins. 
Prim.; Soc. Studies. 

• .\ series of colored slides produced 
to show the part that a fireman plays 
in community life; his cciuipment 
and its care, fire inspection, how a 
fire call is made and received, fire- 
men fighting a fire, safety precau- 
tions taken, and first aid. 

( t: C) N T I N V V. D ON PAGE 34) 



New All(lio-^ i>iial 
E y L 1 P M E > T 

\'ictor Aniniaiijgraph Corpo- 
ration of that manufacturer^ 
• _ ne\%- "Lite Weight" 16nini 

^^-, sound motion picture projector 

^H^ (see illustration at left) was 

^^ made this past month. The 

company's answer to the need 
for a dassrooni model projec- 
tor consists of a single-unit 
54-pound machine which ma\ 
be easUy handled by any class- 
room teacher or yoimgster. 
Fabricated of aluminum and handsome'y styled, the 
■■Lite-\Veight" was designed for small groups only am! 
supplements the company's all-purpose "eO" model 
which is better fitted for auditorium and assembly use. 
Priced at onlv S375.00 the new small machine come~ 
complete with a speaker and amplifier within th^ 
single case. .\ larger sjjeaker and increased amplifica 
tion mav be added but for such needs, ilie campan\ 
recommends its "60" model. 

In the same month comes news of a new $1,500,000 
manufacturing plant to be construaed at Davenport-. 
lowa. bv X'ictor. 



^ R- G S-, expictf, 

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n r,:r,.-S7J.OO 

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picture, his work has beeti distio- 
piished for photographic excellence, 
high sound tidelicy and accurate, in- 
teresting presentation. Preview 
prints of current releases, in fuJJ col- 
or end sound, are available, charges 
prepaid. Print prices include reels 
and cans. 

Western Aif Trails NO. 1 : W^f.- 
niricent ground ai>d aerial scenes of 
old Faithful, Grand Canyon of the 
Yellom-stone and other natural won- 
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Companion teaching films of unu- 
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fishing sceiies aboard tuna clippers 
in Central American warers, plus 
•r — p!ete runa padcing process. 


Sol« Di»is«>"- 

Other Projector Matmfactitring Deielopments: 

•k The RC.\ ■400" 16mm sound motion picture pro- 
jector, introduced to the educational field this summer 
on the 16th anniversary of the development of 16mni 
soinid-on-film bv RCA engineers, is said to deUver 
>oiuid of the highest fidelity yet heard on this i\pe of 
LX]uipment. A high-quality unit, the "400" was coh- 
stnicted for all regular educational purposes, including 
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pictures en 

an inlegrc'ec =e- e: Z' ~ z-- — 


Designed priMoriiy lo oio :r.e <= ^ - r ' ^ - ■ - 1- 

in suKSK>riz?r>a bosic co'ice^': i: ; . 

• Introduction to Fractions 

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• HoM^ fo Change Fractions 

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• Percenfoge 

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For Preview Prints, WrrTe To 

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"Peoples of Canada" 

TUs I4nn l oaad pictvrc was finf prodoccd by tW N«tie«al 
FIni Boacd of Caowla ■■ IMt lo sko« Hw coirtribstiew >hiek 
eacb satieaal aad racial 9ra«p makes to tiM coaiposita ckaraetar 
cf Hs ■» hoadaBd. U. S. teackcrs kav* fosad Ifeis 2l-«iiast« 
p'cfiire lo Talaabic tfcat H kas bacenc tfcc most popslar film pro- 
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19 4 7 

3 I 

Visual Education 


By C. \' 

Dfjjt. of Hislory, i'u 

the question, "Of what use are 
recent history fihns to my 
course in History 37-137?" In in- 
vestigating the much discussed 
audio-visual material, I ha\e ap- 
proached their use for the first time 
and, frankly, my reaction to their 
use varies with the materials. If I 
were to make one general statement. 
It would be this: that the cmrent 
history film can present a startlingly 
realistic experience in history, such 
as would never be brought to stu- 
dents through any other medium. 
Films do, then, usefully supplement 
experience and personal recollec- 
tions in rcconsnucting recent his- 

Within ihe last year I approached 
the use of films in my recent history 
class for the first time, and I am 
happ\ to report some of my re- 
a( lions. 

1 li.i\c ne\er considered education 
a matter of merchandising in which 
ihc customer (student) is always 
riglii and the purveyor of educa- 
lional wares seeks f)nly to stock his 
shehes with what he thinks the pub- 
lic will want to buy. and to fill his 
display space with what he ho]jcs 
will catch the e\c of the potential 
(iisioiiui. 11 the teacher doesn't 
know "ihc sluclenl's needs" in his 
held better than the student does, he 
ought to exchange |)laces with him; 
and if the content of a course will 
not "sell" it to students, no one has 
any right to foist it upon them by 
abuse of personal showmanship or 
advertising. The value of any course 
is to be judged by the amount and 
character of cerebration that takes 
place in it or as a result of it— brain 
work, that is— new learning, new 

. Easum 

iversity of ]Visconsi?i 

and better thinking. A history course 
is to be judged also by its success 
in bringing a period and its people 
back to life. For that, it seems reas- 
onable to suppose that a documen- 
tary film would be most useful. 
Whatever helps to stimulate a stu- 
dent's interest is always useful; for 
// you don't lutcrcst him, you can't 
teach him. 

So I did not show the fust cuneiu 
history or war films in response to 
anv student suggestion or demand. 
It \\as my own idea. So was the first 
choice of films. 

From there on. howcxer. I de- 
pended more on students'* choices. 
I asked them for advice, got a good 
deal of it, and was guided by it. I 

was guided in the choice of films by 
the comments and recommendations 
of students in the earlier class which 
had used them, and by the volunteer 
previewing committee of students 
who joined me at the pre\iews dur- 
ing which we selected suggested 
films. Several of these volunteers, 
by the way, were high school teach- 
ers scouting for materials or acting 
as buyers for their own courses in 
high school assemblies. 

One dominant impression is re- 
tained: the doctmientary films is the 
one most useful. The authentic pic- 
torial (and sound) record of an 
event is convincing. "Staged stuff" 
is not. No matter how artistically is 
may have been staged and photo- 
graphed—as for example those long 
strips showing Alexander Nevsky, 
Peter the Great, or those peasants" 
vows of \engeance in The Battle of 
Russia*— or how well those speaking 
pictures of Nazi leaders (clipped out 
of The Triumph of the Will) may 
fit into other contexts, the more any 
documentary record has been tink- 
ered with or edited, the less use these 
students ha\e for it. They are im- 
mediately skeptical about it, suspec- 

*Most of the students were advanced students: 
a percentage were graduate students, and a 
sizable group were veterans. A few were teach- 
ers of history on the loolt-out for new methods 
and new materials. 

*.'MI films mentioned in this article may be 
obtained from the Regional Film Sub-Libraries 
of the United States Army. 

Films of World War II events arc "outside reading" for Current History 37 

r- J 

-<-'~'^-^ - . -'^" 5.- -' "^-^■^iSef .*''*' ^ w'-'''^!S?^ 

3 2 


ting that it has been "doped up," 
and discount it accordingly or sim- 
ply reject it. 

Several films: Know Your Ally 
Britain, and USA. for example, were 
thought interesting: b\ students as 
examples of war-time propaganda, 
psychological documents, \aluablc 
for that reason onlv. The early part 
of This Is Germany, all of it ob\ i- 
ously staged, was heavily discounted 
for that reason by my students. 
Airocit\ pictures from Malmedy and 
Buchcnwald. for example, were de- 
plored by quite a number of women 
students as "too horrible," and bv 
some of the war veterans as "hate 
stuff" none too useful in war time 
and harmful in peace time, as ini- 
mical to the prospect of reconcilia- 
tion arid peace. 

As to techniques and procedures, 
\\e found the pictures much more 
useful when the teacher could tell 
the class something beforehand — 
])referablv more than a little— about 

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the character and content of the film 
to be shown, what to watch for, and 
so on. The pictures were discussed 
in conference the next dav. 

This is especially true of a foreign 
language film such as The Triumph 
of the Will. That film has scores of 
illustrative scenes of very great value, 
provided that the students know 
what they are seeing: such as the 
Arbeitsdienst boys sounding off, "We 
create new acres for the farmer," 
"We drain swamps," "VV^e build 
roads from city to city." Or honor- 
ing the war dead by lowering their 
flags, then raising them all at once 
and shouting in unison, "Vou are 
not dead. Vou live again in us." 

In using films I would like to have 
;i room rigged up with a siop-and- 
start arrangement so that one could 
stop the film, explain something just 
shown, back up and show it again, 
icll a class what's coming next, then 
show that. I'd like to have a micro- 
''one and a speaker rigged for the 
lecturer so that he could put in some 
"patter" of his own along with the 
film, name the persons as thev ap- 
pear, and so on. The Triumph of 
the Will would be good for at least 
half a dozen such lectures. Then 
students would know what manner 
of men they were of ^vhom society 
had to rid itself at Nurnberg where 
they had stnuted their stuff in their 
sixth annual Parteitag in that film. 

The ^vhole Why We Fight series 
was almost universallv commended 
by all who saw it. We'll be using 
that for years. 

The animated maps, outlines, and 
other graphic devices for showing 
the geography of campaigns, re- 
sources, and changes are excellent 
teaching techniques. Much may be 
made of them. 

Films seem to me to be mucli 
more useful in history teaching to 
show just what happened than to tell 
whv or what of it. 

In summary— I say, we'll tell 'em! 
\()u show 'em! That should be an 
effective combination. Films will 
remain an effecti\e supplement to 
mv recent historv courses. 





For School and Community 
16mm. Sound Film 


FirsI official U.N. production outlines purposes, 
emergence, and vital world importonce of the 
United Notions. Stresses dependence of U.N. on 
peoples of the world. 

RENTAL S2.50 SALE S37.50 


Fcmed animated cartoon in co/or, based on 
"Races of Mankind" pamphlet, presents scien- 
tific focts in gay, witty, effective technique. Ideal 
for ideas of UNESCO 


RENTAL S3.00 SALE S80.00 


Strategic position of this oreo, historic develop- 
ment of these notions traced, and indication of 
pressures for reforms and progress. 


RENTAL S1.25 SALE S25.00 


Summory of problems and progress in postwar 
Czechoslovokio. Positive presentation with com- 
mentary written by Maurice Hindus. 

RENTAL SI. 25 SALE $25.00 


Rebuilding Poland special victim of Naziism, is 
difficult without outside help but work goes on 
by labor, volunteer soldiers and civilians. 

RENTAL $1.25 SALE $25.00 


International noture of public health memorably 
pictured. The Pale Horseman is pestilence, dis- 
ease, postwor misery in Europe, Asia. 




Charts and onimotion exploin the plan and pur- 
pose of the United Notions Related octuol scenes 
of persons, places and events underscore this ap- 
peal for world peace. 




The plight of impoyerished nations brought home 
with impact to the more fortunate notions which 
must supply equipment and food to build the 
peace. Wih Discussion Trailer. 
RENTAL S2.50 SALE S40.00 

^Produced by National Film Board ot Canada 


♦ Write to the Bookshelf Editor 
at See & He.xr Mag.azine, 812 North 
Pcarborn .Street. Chicago (10) for 
]jrices and lists of latest audio-visual 
books and pamphlets now available. 




I <) I 7 

3 3 

luveiitorv of New Materials 

(continued from page 30) 

Food, Clothing, and Shelter Series— 
S2.50 each. TF, Inc. 
Prim.; Soc. Studies. 

• The record of man's struggle ami 
progress in feeding, clothing, and 
sheltering himself is traced from ear- 
ls to modern times in these fihn- 
sirips entitled: I) Maya's Use o^ Fire, 
2) How Man Mastered Fire, 3) How 
Miiii Has Learned to Shelter Him- 
self, 4 ) How Man Learned to Make 
Cloth. 5) Early Man and His Food, 
6) Man's Shelter Today. 

The Hatchery-23 frames, S2.50. TK. 
Prim.: Reading Readiness. 

• .V more or less follow-up sior) ol 
the earlier lilm. .Mother Hen. This 
film has the same egg hatching se- 
(juence except that the hen is re- 
placed by an incubator to show- 
larger cpiantities of chicks being 
hatchetl. From the egg, delivered to 
the hatchery, to the chick in the 
crate ready for sale or shipment, are 
all treated in this filmsirip. Two or 
three lines of reading matter are well 
presented in this filmstrip. 

Moliday Series — 3 filmstrips, 35 
frames each. Clolor, $6.00 each. 
IF, Inc. 

Prim.; Reading Readiness, Sac. 

• Titles: I) The Story of St. Valen- 
tine's Day 2) Lincoln's Birthday 3) 
Arbor Day. These films explain, re- 
spectively, why St. X'alentine's Da\ 
is celebrated as a holiday, why Abra- 
ham Liiuoln's birthday is celebrated, 
and by jjieseiiting an attractive story 
of Johnny .Appleseed, fosters inter- 
est in the im|jortam part all children 
can play in constant dexelopment of 
tree life about them. 

How to Conquer War — Federalist 
Films, 391 Bleecker St., New York 
14, N. V. $3. 

• Need [or world control, histori- 
cal dc\elopmeiu of larger "peace 
iniit," analogy of U. S. federation. 
Next step is world federation. Re- 
X ised to include scenes of atomic 
bomb destruction. 

How to Live With the Atom — 

58 cartoons. 35mm, $2.50. Film 
Publishers, Inc.. 12 E. 44th St., 
New York 17. \. \., also, National 

Connnittee on .Atomic Inloinia- 
lion. 1749 L St.. N.W.. Washing 
ton 6. D. C. 

• Cartoon, dealing with all phases 
of the atomic problem. 

How to Tell Time — Two P.nis — 
S2.50 each. TF. Inc. 
Prim; Sac. Studies. 

• Part 1 is entitled, The Hour and 
the Half-Hour: Part II, The Min- 
utes. They introduce the jiupil to 
the concept of time, and give insti ac- 
tion and practice in telling time. 
At the end of each filmstrip a clock 
\^iihoui hands ma\ be projected on 
(he blackboard to give girls and i;o-, s 
experience by drawing in the- hands 
to show stated times. 

Intermediate Science — 9 filmsiiijjs. 
250 frames. Color. $33.50 the set, 
$4.40 each. Charter Oak Films, 

Intermed.. Ji. HS; Biol.. Cm. Sii.. 
(ieog.. Geo/., Xat. S(i. 

• Nine filmstrips in full color lor 
middle and upper elementary graile... 
\isuali/iiig science concepts clifluuli 
to exjjerience directh. Stresses sci- 
entific methods and how scientihc 
disco\ eries are made. I" i t 1 e s : 1 j 
What Is In the Shy? 2) How Our 
Earth Began 3) About Our Earth 
■f) Our Earth Is Mox'ing 5) Our 
Changing Earth 6) The Beginnings 
of Life 7) Animals of Long Ago 
8) Man of Long Ago 9) Parts of a 
Flowering Plant. Teai tier's Manual. 

International Date Line— 37 frames. 
$2.50, IF, Inc. 
Jr., Sr. HS; Sor. Studies. 

• This filmstrip introduces the con- 
cept of the International Date Line; 
wh\ it was necessary to create one, 
how it functions, and the reasons 
for its increasing importance in oi-.r 
age of rapid transportation. It ex- 
plains the different time zones and 
their relationship to the Interna- 
tional Date Line, and how the Date 
Line Itnictions in making for a sin- 
gle and continuous day of iweniv 
loin lioins throughout the vvorlil 
It ends with |iertii)ent cjuesiions lo 
sliniulaU' discussion. 

The Maihnan-set of 15 2x2 slides, 
C;olor. .\Iunday & Collins. 
Prim.; Soc. Studies. 

• A series of color slides produced 
to show what both the rinal and the 
city mailmen do as their part in our 
e\er\clay connniuiit\ life. 

Modern Textiles — set of 60 2x2 

slides. Color. Mimda\ &: Collins. 
Jr.. Sr. H.S.; Art. 

• This series of slides shows designs 
by well-known leaders in textile de- 

Oil Tanker-10 frames. B.&:\V. $3.00. 
Audio \isual Enterprises. 
Inlerniediale C.uides. Social St ud- 
iis. Commerce. 

• llie role of the modern oil tanker 
ill ilie collection and distribution of 
oil pioducts. Illustrated with draw- 
ing and li\e photographs of the large 
12 tanker. Closeups of oil handling 

eipiipment are shown, as well as 
kc\ members of the crew, how they 
work and li\e aboard ship. 

The Policeman — set of 15 2 x 2 

slides. Color. Miuula\ R; Collins. 
Prim.: Soc. Studies. 

• .\ scries ot colored slides produced 

10 show ihc pail pla\ed in commu- 
nii\ life b\ the policeman, and to 
break clown any fear of the policc- 
iiiaii iliat a small child max ha\e. 

1 1 ])ortrays xvhat the policeman does, 
and the how, when, where, and wh\ 
of his duties. 

Sandy Is a Ground Squirrel — 55 

frames. B. &: W. .\udio - X'isual 

• This is the story of a live pet 
sciuirrel's visit to a children's muse- 
um, w-hat he sees and does there. It 
is designed as supplementary read- 
ing for the primary grades, with a 
coinrolled xocabularx- for the 2nd 
grade le\el. 

Scotty's Castle— 18 color slides. $6.00 
per set, 50c per slide. \Vest-\'iew 
U jiper elementary and above. 

• First official color photographs 
ever taken of the interior of Death 
\'alle\ Scotty's fabulous Castle. Built 
with the hirtune that Scott\ accjuired 
from unknown sources, the Castle 
is an architectural odditx and a 
sioiehouse of art treasures and a 
miscellaneous collection of speci- 
mens. Together with e\|)laiiaior\ 

United Nations Charter — $2.60. 
Brandon Films, Inc., KiOO Broad- 
way. New York 19, \. ^., also. 
New York Liii\ersit\ Film Li- 

.^ 4 


bran. Press Annex Bldg., 26 
Washington Place, New York 16. 
New York. 

• Functions ot \arioiis agencies of 
the UNO. Neecl and possibilities for 
\\orld control. 

Lp and .\iom— 67 frames. Film Piib)- 
lishcrs. Inc.. 12 E. 44th St., New 
^ork 17. New \ ork. S2.50. 

\'isualized Units in Color from 
Coronet Series— (10 2"x2" slide 
sets) Color. Apply for price. S\E. 
Intermed., Jr. Sr. H.S.: various 
subjects (see titles). 

• This series is the result of a co- 
operaii\e program between the So- 
ciety for \'isual Education. Inc., and 
Coronet .Magazine wherebv selected 
Coronet picture stories (a regular 
monthly feature of the magazine) 
are made available in slide form. 
Each set in the series contains ten 
or more 2"x2" colored slides organ- 
ised according to ctnrriculum units. 
S\'E will choose additions to the se- 
ries from fiuure issues of Coronet. 
Present titles: 

A Christmas Carol: H o ic Your 
Money Is Made: Medicine One Hun- 
dred Years A^o: The Mississippi 
River: The Monster of Paricutiu: 

Only Through 


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one source to fill all your 
entertainment, instruc- 
tional, church, coninui- 
nity and personal film 

(Jur Dealer-Represenlalires 
throughout the country stand 
ready to serve every- 16mm need. 

The Seien M'onders of the Ancient 
World: The Ten Commandments: 
Wizard of Electricitx: American 
\atural Wonders: Chica!ycj — Queen 
of the Lakes. 


445 Park Avenue, New York 22, N. Y. 

The \Vorld's Great Madonnas Se- 
ries— (7 filmstrips) BiW . S2.00 
f)er strip. S\'E. 

Intermed.. Jr. Sr. H.S., Adult. 
Church groups: Art. Art Histor\ 
Religious studies. 

• Compiled and edited by Cynthia 
Pearl Maus. and based on her book 
of the same title, this series of film- 
strips contains great examples of 
Madonna and Holy Family pictures 
srathered from the four comers of 
the globe. The paintings have been 
chosen to present a record of the 
Madonna and her Son from the time 
of the Annunciation to the return of 
the Holv Family from Nazareth. The 
first three strips are entitled Great 
European Madonnas: others are 
called Great .Madonnas of .isia: 
Great Madonnas of Africa; Xorth 
.American Madonnas: and South 
American Madonnas. 

We the Peoples — 2 units, Young 
.\merica Films. Inc., 32 East 57th 
St.. New York 22. New York. 

• Unit 1, The Xeeds and Purposes 
of the Charter. Our responsibilities 
in carrving out the principles con- 
tained in the charter are explained 
and illustrated. Unit 2. The Char- 
ter's Organization. A presentation of 
the organization formed to prevent 
wars and the significance of this 
niachiners- to create a bietter world. 
S5.00 each set. 

( C O N T I X t E D O .N P .\ G E 4 0) 

Designed and built to the exacting 
specifications of audio-visual speciolists 
who asked for a 

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sound-on-film projector 
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The newest DeVRY projector is: 

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De\'RY engineers designed them. 
DeVRY craftsmen built them. These beau- 
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than 3-4 years of motion picture equip- 
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manship that builds DeVRY 35mm. 
projectors and amplifiers, which are doing 
so much to produce "the perfect show" in 
the world's liner theaters. 

These new De\RY professional 16mm. 
sound-on-film projectors are on the way 
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1 9 4 

3 3 

Commercial Subject Teaching 
with the Opaque Projector 

SHORTHAND requires a given 
:md definite amount of time 
lor presentation and mastery, 
even when the best available manu- 
als are used. In addition we toimd 
that there is no substitute for center- 
ing attention by all the class on the 
given portion of a shorthand intro- 
ductory lesson. To do this we found 
the opaque projector indispensable. 
Particularly in one class of adults 
who were limited as to the amount 
oL time they could spend in outside 
study, we found that the projection 
method of prepared typewritten 
texts or exercises taken directly from 
the text was a rapid, direct source 
of teaching assistance. In the class- 
room we dictated the material in the 
usual manner, but, instead of cover- 
ing the blackboard with innumer- 
able, unrelated shorthand symbols 
in answer to questions from individ- 
ual students, we flashed instead a 
jMcparcd, opaque projected image 

By William C. Dubals 

Instructor, ]\'est Allis Scliool oj I'ncatioiiiil 
and Adult Education, ]\'rst Allis, M'isr. 

on the screen. Each student's at- 
tention was focused directly on the 
information that was being taught. 
AVell thought-out difficulty plates 
could be made out in advance, 
flashed quickly on the screen with 
the assistance of the opacjue projec- 
tor, so" that all could see and study 
,the specific information sought. On 
any one plate each student could 
read directly to the source of his diffi- 
cult\; each student knew what he 
wanted to find out and looked for 
that part of the plate. 

The projected lessons made it pos- 
sible for the teacher to point out and 
review pre-prepared outlines of situ- 
ations it has been demonstrated by 
experience are troublemakers. At- 
tention is quickly focused on these 
points and the semi-darkness seems 

tcj discourage inter-student conversa- 
tion; attention is almost enforced. 
.\ny teacher as he progresses through 
the beginning steps in the studv of 
shorthand can quicklv and simph 
i\pe and write projection plates b\ 
limiting the copy area to a six-inch 
square or the capacity of the opaque 
jjrojector. Xew plates can be made 
u\) t|uickl\ to anticipate the needs 
of the students as thev progress 
through their shorthand experiences. 
For a cjuick, easy and effective way 
of directing attention to new mate- 
rials, and for reviewing bothersome 
]joints, the opaque projected plan 
has worked out extremely well. 

Now, briefly, we turn oiu- atten- 
tion to improving the teaching of 
the touch system. Simply, it is this. 
Have )ou ever tried txping in the 
dark? If we have really taught the 
touch system, it should be possible 
to do, but, when we turn out the 
lights and ask people to tvpe mem- 
orized copy, surprising things hap- 

Below: Here is an easily 
removable device, hinged 
on machine, designed to 
avoid disturbing light 
leaks around bottom edge 
of opaque projector. 

Lloreover, beirfic of b p^s , the; 

444 Page 514 

ey won't/rust no natter 
' > -- if' 


lonp they 11*» in pin trays nor hov. long they 

are left in pap^s. Two other features are worthy 

of special mention. They have large headsj^so they 


oijFti th 

can't slip clear throHEti the papers and, so they maj; 
^ -^ -^ ^ ^ — ^ .fo -^ ^ '~~ 


Le easily an^^ulckly removed. They have a b 

lasting firvish that is as smooth a^velA/et. ^eis , 

^ ^^ ^ ^^ 2— J. ." ^—^7 ■ ^ 

Our bar^K plr.s will contrl^'jte much to trf^ smooth 


rtinnlne of your office. H 

\ . ■ 1<3 ^-^ 

fiere Is a size 

case you have mislaid the one we sent you. V.'hy 

not tell y6ur supplyclerk to buy a few, boic^ richt 




■ jcordially yours, 

.Vbom,: When this quickly typed and shorthand inscribed lesson 
is screened, each student can go directly to the difficulty which 
applies to his case. 

(Courlcsv Gregg Melhoil M.imial, Part 2, Louis A. Leslie, Ciiegg T'uh. Co. 
Chicago. IM.) 

Below: By slowly jnomng 
material from top to bot- 
tom, along the projector 
tray, the slowest typist as 
well as the fastest can 
follow at his ow)t pace. 

3 6 


pen. AVhen ive quickh take speci- 
ments of this dark typing material 
and flash them on the screen with 
the opaque projector, the opportun- 
ity for self-criticism is a real chal- 
lenge to the learning typist. Man) 
students discovered they had been 
"sneaking a peek" on various oper- 
ations. Some were shocked when 
they saw what they had actually writ- 
ten. It bore little resemblance to 
what should ha\e been perfect typ- 
ing. Use of the opaque projector 
simplified diagnosis of bad typing 
habits and, in some cases, was the 
onlv wa\ thev could be caught. 

Another use of the opaque pro- 
jector is in projecting speed tests so 
that the slower and the faster typist 
could be challenged. The six-inch 
projector copy allows the instructor 
to move the copy at a rate so that 
the slowest typist could keep up with 
a short assignment and, at the same 
time, the fastest typist could move 
ahead. Certainly, the opaque pro- 
jector offers opportunities for in- 
genuity and resourcefulness in quick- 
ly bringing to the attention of every- 
one individual specimens of work, 
teacher-prepared materials, and re- 
view assignments. 


The Accepted /Method 
of Obedience Training 


— 20 Minutes 

Helen Hoyei & 

lowell Thomas, 


— 33 Minulei 

Lowell Thomoi, 

— 27 Minutes 

Lowell Thomos, 

Three 16mm Sound Films in Color or 
Black and White 

Blanche Sounders. Director; 
Louiie Branch, Producer & Photogropher 

United Specialists, Inc. 

America' s Fortmott Producer of Dog Films 


After the Atom 

(c:onmnl:ed from p.\ce 14) 
which assumption demands that 
cikicati\c and political forces bring 
mankind to understanding and 
agreement in the short time allotted. 
This job will require courage and 
\ ision and energ\ and determina- 

In Planeview, the problem of 
atomic energx was treated in vari- 
ous subjects and units. In Ameri- 
can History, the resource iniit was 
used as a part of the unit on foreign 
policy. It was used in other courses 
in government, world problems, 
English, and science. Plaieview in- 
structors, whose classes are pictured 
are: Miss Romona Martin, Ray- 
mond Miller, Bruce Stewart, and 

.Mrs. Lillic Zimmerman. 

* * * 

Radio Experiment 

(continued from page 17) 
and keeping our forests and wood- 
lands growing. They ought to rea- 
lize how important our forests are 
to all of us— to each one of us. 
-■Vmerican boys and girls have such 
a big stake in our God-given natural 
resources, they ought to do every- 
thing in their power to safeguard 
them against all their enemies- 
natural and human alike. And that 
goes for al Ithe Joe's and Sam's and 
June's in this wonderful coiuitry of 


* * * 

Kodaclirome Slides 

(continued from p.\ge 23) 
helping children build a background 
of experience for reading readiness, 
the creative teacher will find many 
wavs to improve on the technique 
outlined above. It is well to re- 
member that this is but one of the 
manv ways which will promote con- 
tinued growth in vocabulary and 
provide concrete experience for 
children. It is a device which should 
not be used too often, but used 
thoughtfully and carefully it will 
contribute to proficiency on the pan 
of children in the joyous business 
of getting thought from the printed 


* * • 

♦ Have you seen the 1947-48 edition 
of the Sports Film Guide? Lists near- 
Iv 800 sports films now available. 




Best educational results from teaching 
films are obtained when the teacher 
prepares the lesson after previewing 
the film. Also all important film lessons 
should be shown at least twice with time 

To enable your school to meet these 
educational objectives, Ideal Pictures 
Corporation offers a new rental ar- 
rangement. Films will be sent from the 
nearest office having an available print 
on Monday of the week for use. Ship- 
ment will be by parcel post, special 
delivery. You then have the use of the 
film until Friday. At this time the film 
must be returned by parcel post, 
special delivery. 

We give you this new service at the 
regular catalogue ratis. 

To facilitate this new service we will 
enclose our return address label with 
correct postage affixed. 


Schools still preferring our one-day 
booking plan will be serviced as usual. 
You hove only to state a preference for 
one-day bookings. 


Pictures Corporation 

World's Largest I6nim Film Rentol Librory 

28 East Eighth St.* Chicago 5, III. 
Offices in Principal Cities 


19 4 7 

3 7 


The dramatic life story of 
Stave Swift shows how an 
enterprising Cape Cod farm 
boy helped build an indus- 
try that today serves the en- 
tire nation! 


Red V^'i"'! pictures autlicn- 
tically reproduced scenes of 
19th century Americana. 
You'll see, in beautiful col- 
or, early railroads, great 
herds of cattle roaming the 
Western plains, cowboys 
singing around their camp- 
fire, the early telegraph, and 
the financial panic ot '93! 
To reserve Red Wagon 
for your school, church or 
club, write: 


Swift & Company 

Public Relations Department 

Chicago 9, III. 

16 mm. SounJ Color— 45 minutes 
Distributed tree on request 




(1 Real Each) 

life of the Ant 
A Fish Is Born 
Living Flowers 



(I Reel EochI 

National Philharmonic 
Symphony of 122 Musicians 


with a mixed chorus of 100 voices 


13 Reeli Each) 
Robinson Crusoe 
This Is China 

Kamet Conquered 



Released by 

Also Available In 
Send for our latest catalog 
of MAJOR COMPANY features, 
serials and short subjects. 

Exclusive 16mm Distributors 



729 Seventh Avenue, NewYork I9.N.Y. 

Questions and Answers 

(continued from p.age 15) 
5. "Made teaching easier by moti- 
vating children's interest." 
Have the films made social studies 
more interesting to yo iias zvell as 
to the children? 

1. "Definitely; many new and in- 
teresting things were brought to m\ 
attention. Built iij) my background 
and gave me leads to further stud\." 

2. "Yes, because most of the films 
ha\e portrayed material teachers 
have tried to make children ap|)reci- 
ate and learn from book reading 
onlv; now the appreciation could be 
shared in common by actual Aiews." 

3. "The films made our social 
studies so interesting that this study 
has become a part of our school lite. 
Student government was developed 
from it." 

4. "Very much so. I never enjoxed 
geography so much before. In fact, 
I ne\er learned any geography until 
I started teaching ten years ago, and 
I found out more this semester than 
in the Qi/o years together. ' 

5. "They have deepened m\ inter- 
est: gi\cn me more 'interest pegs' 
that link together things that 1 read, 
pictures, music, etc." 

Haxie parents indicated any particu- 
lar interest in the film study? 

1. "Ves. In several instances 
pupils brought films that the fath- 
ers got in the offices where they 

2. "Ves, bv sending niaga/incs, 
figiuines and other articles pertain- 
ing to our studv. " 

3. "Many parents have expressed 
their interest in our \\ork in xarious 

4. "Ves, because they bought 
books. Iielped with reports, helped 
choose suitable books at the library, 

5. "Ves, they've been cooperating 
unusually well. .\ few ha\e told 
me that their 'neighborhood movies' 
are nf)t so popular." 

Has there been a developing refer- 
ence habit among the childreti due 
to the fdm study? 

1. '"i'es. it has sliuuilaled them to 
the extent where they \oIuntarily go 
to the library for material." 

2. "Yes, and it's carried over into 
all our work. .\ny question arising 
means reference work to pro\e the 
answer nn their own accord." 

3. "Decidedly so. No newspaper 
item escapes them that mentions any 
subject studied. Library books still 
continue to stream into our room." 

4. "\'ery much so. Our enclyco- 
pedias were never used so much be- 

Has the use of films seemed to stimu- 
late group feeling and cooperation 
ivith one another? 

1. "Ves. a better social conscious- 
ness developed. Children also learned 
to respect and sympathize with each 
other's opinions and views." 

2. "\'erv much so. Children are 
anxious to share books and exhibits 
with each other." 

3. "Yes, among the boys especially 
—groups with a common interest 
woidd work together." 

4. "It seemed to be a natural out- 
come to work in groups. They 
helped each other out whenever 
possible. " 

In goieral, has there been an in- 
creased participation i» class dis- 
Have the films and teaching mate- 
cussions when using films? 

1. "Ves, almost everyone wanted 
to tell something." 

2. "Ves, children whose reading 
comprehension was poor were able 
to answer questions by just looking 
and paying attention." 

3. "Yes, poorer readers had a bet- 
ter chance to participate." 

4. "Particularly for children who 
have reading difficulty; they enjoyed 
the |50wer and imderstanding the 
film gae them." 

;"). "The stenotypist's report would 
show the answer to be "Yes"! 
rials seemingly developed more in- 
terest in geography? 

1. "It helped to make less colorful 
paits of the imits clearer and better 

2. "Thev looked forxvard to geog- 
rajjhy period. The other division 
asked. 'Why can't we studv geog- 
i"a])h\ like that?' " 

3. "Our geography books were ex- 
ceedingly popidar. In fact, there 
were complaints at times that cer- 
taiTi children Avere hoariiing desir- 
able books. " 

Did this possible increased interest 
continue throughout the unit; that 
is, during the periods ichen films 
were not shown? 

1. "Ves. It is manifested through 
contributions of oiuside materials— 
cniireh voluntar\." 

3 8 


2. "\()t (>iil\ tlir()iii;li liii- unii bin 
ihi()us;h the Near. KgNpt is still as 
popular as it was last \o\cinber." 

3. "Films are vvhai ilu\ wanted." 

4. "Not as much as ulnii (iliiis 
were shown. " 

These responses to i|iiestioniiaires. 
alon,^ with anetclotal lecords. do not 
b\ an\ means cover the wide range 
of acti\ities seemingly stimulated b\ 
students' interests e\ol\inu Ironi a 
program of audio-visual education. 
Even thougfi iiuercst and the eftett 
of interest on children's school acti\ i- 
ties are difficult of objecti\e measme- 
ment, yet the manifestations of such 
interests, both in and outside the 
school room, are so apparent thai 
teachers can easily recogni/e them. 

The most evident of these "inter- 
est links," as indicated in the mate- 
rial just described, can be smnmar- 
ized as follows: 

1. There is an increased pupil par- 
ticipation in cfass discussions lueas- 
ined b\ number of responses. Poor 
reatiers and slow students fmd oppor- 
tunities for participation. 

2. Children of all aliility levels 
are stimulated to do more reference 
and outside reading. 


on the Best 16mm 

[ducational. . . Entertaining! 

Birds of the Barrier 
Coral and its Creatures 
Sfcrets of the Sea 
Strange Sea Shells 
Catching Crocodiles 
People of the Ponds 


Our Declaration of IndependtRn 

Our Constitution 

Our Bill of Rights 

Our Louisiana Purchase 

Our Monroe Doctrine 


Liszt Concert, with Georgy Sandor 
Screen Songbook in Color, Six SubJeettI 


End of a Perfect Day 

Home on the Range 

Jingle Bells 

Old Black Joe 

Home Sweet Home 


Emperor Norton Gold and Man 

Mark Twain Little Jack Hornef 

Lafayette Fifty Year Barter 

Silver Threads Star Gazers 

These anJ other excellent new releases 
are available at leading Film Libraries 
— for rental or sale. For the complete 
list of Post Pictures, write for FREE 
catalogue to Dept. 26. PLEASE NOTE 




1 1 S W. 4Sth St., Ne w York 1 9, N. Y. 

;?. The animated class discussion 
\\ith accom|)an\ing work in corre- 
lated projects seem to result in more 
Mailing of a research nature. 

1. .Vrticles. news-cli])ping. pic- 
tures, lelics, heirlooms, ligiuines, 
etc., are brought in b\ studeius in 
gieatcr nimibers. 

,"). (Collections of pre\iousl\ men- 
tionetl articles ha\e been instrumen- 
tal in stimulating jjrojcct work or 
other group acti\ ities of the children. 

<>. Apixirently the stimulation re- 
sulting from the film study has car- 
ried i)\er to other subject fields. 

7. I here has been an increased 
intei'est and loojieration on llie ])art 
ol parents. 

8. Teachers ha\e been able to pre- 
sent a wider \arietv of work, some 
which was of little interest \vhen pre- 
sented in the usual textbonk manner. 

9. There has been a coiuiiuied in- 
terest throughout the year in units 
olwork completed earier in the |)ro- 

10. I here has been a noticeable 
increase in the interest and tolera- 
tion in/of our own mincjrit\ groujjs 
and certain racial and nationalit\ 
groujjs ol foreign ccjuntries. 

I I. I here has been a better spirit 
ol cooperation among students in 
carrxing out common tasks. 

12. There has been a carrv-ovcr to 
ihe teachers of this general interest. 

With such consistent e\idence at 
hand from this and somewhat similar 
studies, certainly we are justihed in 
recognizing the tremendous \alue of 
interest in film programs, not so 
much in the films themsehes, al- 
though that is of course necessary, 
but in the realization that a film pro- 
gram can pro\ide a very real and 
valuable impetus for carr\-o\er into 
additional and varied activities. It 
is from these activities that pupils 
gain nuich of their real learning. 
Teachers must realize that the suc- 
cess of an audio-\isiial program lies 
largely in the proper presentation 
and follow-up of the audio-\isual 
materials, and only partly in the 
c|ualii\ and appropriateness of the 
films or other aids used. Too often 
teachers ha\e foimd so-called fdm 
piograms not coming up to expec- 
tations onl\ because the films were 
not projierly utilized. 

''Projected Visual 

Juis iH the 


by Williaiii S. Ilvt-kman 


An outstanding authority, for 
twenty years Director of Reli- 
gious Education in the Lake- 
wood (Ohio) Presjjyterian 
Church, ])resents the results of 
his experiments in the use of 
prcjjected visual aids in wor- 
ship and preaching services, 
film forums and curriculum 
enrichment. It points the way 
to the more effective use of 
this vivid new teac-liing tech- 

The scope and value of the 
book can be gained by glanc- 
ing through a partial list of 
subjects treated in its pages, 
as shown i>elow: 

Uniqueness of the Visual Aid 

Levels of Function 

Role of the Teacher and Principles for the Teacher 

Picture Focused Worship 

The Film Forum Technique 

Films for Discussion 

The Principles of Utilization 

How to Choose Films and Slides 

Physical Factors in Audio-Visual Programs 

Screen Size in Relation to Rooms and Audiences 

A Functional Analysis of Projection Equipment 



o c: T O ?. E R 

19 4 7 

3 9 

Inventory of New Materials 

lion done b\ Dr. Glenn T. 
and Xfil Hamilton. 


(continued from page 35) 

Maps and Charts 

Davis-Smith Science Chart Series — 
(32 charts, 50"x38" each) $47.50 
set. A. ]. Nystrom & Co., Chicago. 
Jr. Sr. H.S.: Gen. Sci., Pliysi(s. 
Geology, Bnlntty, Zoology, Physi- 
ology, Astronomy, Meteorology. 

• lornuilaled b\ I. C. Davis, Profes- 
sor of .Science ai the Univ. of Wis., 
and L. E. Sniiih. Head of .Science 
Department, South High School. 
Omaha, Neb., this scries is a ])icto- 
rial i^reseniaiion of the basic prin- 
ciples of science. Actual conicnt is 
based upon a thorough anahsis ol 
the ten leading texts in science as 
well as an analysis of the courses of 
study in a wide selection of cities 
and states. The charts are organized 
around underlying principles, fol- 
lowed by practical applications, antl 
are thus useful for introductory as 
well as re\iew jjurposes. Printed on 
heavy manila and set in a chart 
head, a tripod stand is included in 
quoted price. Titles: 

Tlie Properties of Air; The Uses 
of Air: The Properties of Water: 
Water Appliatucs: The Properties 
of Heat; Uses of Heat Energy: 
Weather and Climate; Storrns; Daily 
Weather Map: The Earth and Its 
Motions; Heavenly Bodies: Simple 
Machines; Cotnbining Simple Ma- 
(liines: Energy Transformations: 
Sound and its Characteristics: Hear- 
ing and Music; Light and its Char- 
acteristics: The Eye and Optical 
Appliances; Ma gleets and Static 
Electricity; Current Electricity; Elec- 
tromagnets and Their Uses: Alter- 
nating Current; Rocks and Soils: 
Soil Conservation and Eertili'y: 
Plants and Their Parts: Growth and 
Reproduction of Plants; Poods and 
Their Uses; Foods and Fibres: In- 
sects and Birds: Plant and Animal 
Diseases: Man and His Body Func- 
tions; Different Forms of .-inimals: 


Atomic Ronib — 20 niin., 12". 78 
R.P..\I., ^I2..j(). Lewellen Club 
Productions, 8 S. Michigan Ave., 
Chicago ?>. Illinois. 

• A dramatic presentation in ilie 
form of a dialogue between Mr. Neil 
Hamilton and Dr. Glenn T. Seaborg, 

which explains in relatively simple 
and iniderstandable terms, the basic 
concepts of nuclear fission. This re- 
cording is concerned largely with 
the phvsics of the bomb with brief 
mention of the political implications. 

Doctor Elizabeth— .SO min. progiam. 
$10.00. Training Aids, Inc. 
Jr., Sr. H.S., Col., Adult; Civics. 
Clubs, Eng.. Lang. Arts, Xat. Sci.. 
Pysiol., H e a 1 1 li . Xursing. So( . 
Studies, Soc. 

• Ihc stor\ of an original "career 
girl," Elizabeth Blackwell. who de- 
fied con\ention and prejudice lo 
become the nation's first woman 

Henry V-Allnim. RCA. 

.Sr. H.S., Col.: Ens.. Lang.. Arts. 

• Laurence Olivier with the London 
Philharmonic Orchestra and chorus 
are featured in this group of se- 
lected recordings from the screen 
presentation of Shakespeare's Henry 
v. Olivier, taking the parts of se\- 
eral players, delivers a vital reading 
of such immortal lines as the First 
Chorus speech, the St. Crispin's Day 
address, and Burgunch's speech. The 
music is composed and conducted 
by William Walton. 

Meet Your Mind— 20 min. program. 
Lewellen's Productions. 
Jr., Sr. H.S., Col., Adult; Clubs, 
Ge7i. Sci., Guida7ice, Physiology, 
Health, Nursing, Psychology and 
Teaching, Soc. Studies. Soc. 

• .\ recorded program starring Brig. 
Gen. William C. Menninger. It dis- 
cusses "crazy" things normal people 
do, psychiatry in an extrenieh sim- 
ple language as it applies to every- 
day living, and suggestions for main- 
taining and possibly improving 
mental health. 

Peacetime Uses of Atomic Energy— 

20-min. program. Lewellen's Pro- 

Jr., Sr. H.S., Col., Adult: Chem.. 
Civics, Clubs, Gen. Sci.. Physics. 
Physiology, Health. Xursing. Soc. 
Studies, Soc. 

• This recorded program includes 
discussion of uranium pile, fission 
products, radio-active isotopes, and 
limitations on atomic energy for 
])ower and heating, with ihe narra- 

RCA Victor Record Library— 21 al- 
bums, S4.75 per .Album, Complete 
Library, $98.75. 
Prim., Intermed.; Music. 
• This series is a basic library of 
records for use in the classroom. Or- 
ganized for complete teaching needs 
in integraticjn and in such acti\ilics 
as listening, rhythms, singing, toy 
bands, Christmas, singing games, In- 
dians, and other topics, the ]3rogram 
pro\ ides an abundant amount of 
material for classroom needs. 

Unity of Free M^n — Written by 
Stephen Vincent Benet for the 
C:ouncil on Democracv, read b\' 
Ravinond Massey, 2 sides, Colum- 
Ijia, No. 44008. 75 cents. 

Abreviation Key 

CIF: Coronet Instructional Films, 
Coronet BIdg.. Chicago 1. 

EBF: Encyclopaedia Brittannica 
Films, Inc., 20 N. Wacker, 
Chicago 6. 

IFB: International Film Bureau. 
84 E. Randolph St., Chicago 1. 

NFBofC: National Film Board 
of Canada, 84 E. Randolph St., 
Chicago 1. (.Mso New \ork 

c;it\) . 

SVE: Society of Visual Education, 
Inc.. 100 E. Ohio St., Chicago 

TF, Inc.: Teaching Films, Inc.. 
20 West 20th St., New York 

TK: Frindl-King, 123 S. Bowling 
Giccii Wav, Los Angeles 24. 


The address of Informative 
Classroom Picture Publishers is 
Grand Rapids. Michigan, instead 
cjt New York City as erroneously 
printed in September See ,^nd 
Hear .M)lire\ iaiion Kev. 



No "Teacher's Assistant" 
Carries Finer References! 

Preferred by the Nation's 
Leading Schools 

The famous teachers of classical Greece 
carried their textbooks in their heads 
and taught only a handful of wealthy 
youths. Today's teacher, working in 
the American tradition, often must 
instruct hundreds in the course of a day. 

And now, with the highest enroUments in 
history, there are more and larger classes 
than ever before. 

Yet under even these trvdng conditions, 
teaching loads can be hghtened and instruc- 
tion speeded . . . with the assistance of 
Filmosound. It is the key to the successful 
audio- visual program, long preferred because 
it assures professional -quality performance. 

Precision- built by engineers famous for 

Bell & Howell studio equipment, Filmosound 
is simple and mistake-proof in operation, 
easy to maintain, and always brilliant in 
performance. FUmosound is an ever-ready 
"assistant teacher" that projects both sound 
and silent 16mm films. 

Write today for illustrated literature to 
Bell & Howell Company, 7184 McCormick 
Road, Chicago 45. Branches in New York, 
Hollywood, Washington, D.C., and London. 

Precision -Made ij 

Since 1907 the Largest Manulactutet of Professional Motion Picture 
Equipment for Hollywood and the World 

Lighted Pictures 
in 6 Slidefilms 




Lighted Pictures 
In 5 Slidefilms 

Lighted Pictures 
In 7 Slidefilms 


1,114 lighted pictures are now ready in the new 
Science Adventures series. Later elementary and 
junior high students will find real adventure in the 
world of science when it is explained with the 
aid of these vivid attention-holding slidefilms. 
Each film is organized for the teacher's conven- 
ience — and each is classroom-tested. 

*7/ie JAM HANDY ^ 


THE JAM HANDY ORGANIZATION, 2821 East Grand Blvd., Delroil 11, Michigan 

Please enter my order for the Slidefllm Kit-Set: (Price of single film, $4.50.) 


The Structure of Birds Q 

Adaptations of Birds ^ 

Birds' Nests □ 

The Migrations of Birds \~\ 

How Birds Serve Man Q 

Helping the Birds □ 




_Zone . 


How We Think Our Earth Came to Be .. .[^ 

Our Earth Is Changing \~_ 

How Rocks Are Formed |^ 

The Story of the Earth We Find in Rocks . . C 

The Soil Q 

Write for catalog of slidefllnis and moving 
pictures on other subjects. 

Position. -.___^ 



Pricei f.o.b. Detroit — sub/'ect to chonge without notice. 


A Multitude of Suns Q 

Stories of the Constellations '. ..^ . . . I I 

The Sun's Family lJ 

Interesting Things about the Planets Q 

Our Neighbor, the Moon Q 

The Changing Moon ... Q 

How We Learn about the Sky Q 

These films may be purchased through o 
nationvride dealer organization. 


See S Hear 


fovember ♦ 1947 


)\V TO CH=OOSE, AND USE aO D I O-V ISUA L Yf^-A^J H 1 N (i MAT?"^^^ 

.w -i , V.l 






* PRICE $37500 

For the first time a quality 
16mm Sound Motion Picture 
Projector specifically designed 
for classrooms 

r IT ^- ■• 


Your Overwhelming Enthusiasm for the new Victor "Lite- Weight" 

since its recent announcement is sincere assurance to us that 

16nini Sound Projector users need this added versatility 

and portability. 

Because Victor has pioneered so many epochal advancements to 

create ever wider use in the 16mm field, we are particularly grateful 

and appreciative for your enthusiastic response to this new 

product — an advancement that we hope will bring the benefits 

of 16mm teaching, training and entertaining to new millions. Ask for 

a demonstration from your local Victor outlet — or write for the 

new 'Lite- Weight booklet and film sources. 



Dppt. Z3, Home Office and Factory: Davenport, luiva 

New fork » Chicago • Distributors Throughout the World 


and the VICTOR "Triumph 60" 
for auditorium use and larger audi- 
ences indoors and outdoors. 



Holiday Program with 


Bring the magic of the world's finest 16mm 
movies into your home, school, church or 
community during this festive season. Stars 
like Deanna Durbin, James Mason or Abbott 
and Costello — cartoon characters like 
Woody Woodpecker or Andy Panda — and 
an exciting host of others await only an invi- 
tation to become welcome guests at your 
holiday celebrations. Your United Worid 
dealer can supply you with information con- 
cerning rental and purchase of these films. 
Give motion pictures to your family, 
friends and favorite organizations. Our 
Castle Films Division has a wide variety of 


1 Reel-Price $17.50 
The famous poem comes to life in a 
splendidly produced home movie. Com- 
bines live actors and animated sequences. 

1 Reel-Price $17.50 
Three great Carols sung by a fine choir 
with the words superimposed on the screen. 
"The First Noel" 
"Hark The Herald Angels Sing" 
"Adeste Fideles ' 

(100 Ft.)-Price $5.00 
The most famous Christmas Hymn ever 
written. Words oppeor on the screen. 

For your United World entertainment, educational 
or religious catalogues. SEND COUPON TODAY! 

popular home movie films available for pur- 
chase through your Photo Dealer. Many 
other United World films can be purchased 
or obtained on long-term lease. Films make 
an ideal gift for all movie fans and for any 
educational or religious group. 

In addition to seasonably suitable films 
for church and educational use, the United 
World catalogue includes pictures Uke the 
"2000 Years Ago In Palestine" series. Fasci- 
nating andfactual,this series showstheday to 
day Ufe and surroundings of ordinary people 
of that time and can be used by all educa- 
tional and religious groups regardless of creed. 

"2000 Years Ago In Palestine" 

(Each two reels-Approx. 20 minulei) 




Rtntal J*. 00 p»r day. long-ttrm l«al» $50 ptr rt«l. 

DiVribufors for Universal-lnfernational and J. Arthur Rank 

Incorporating Bell & Howell Filmosound Library & Caslle Films 

445 Park Avenue • New York 22, N. Y. 

Please send me the catalogue checked below: Dept 51 M 
Recreationol D Educational n Religious U 




(;ifY ZONE SIAT:. 

We u«: D 14mm Sound, D Silent, D 8mm 
UNITED WORLD FILMS, INC. . . 445 Po.k Ave., New York 22, N. 








ARE YOU POPULAR? (Coronet) 10 

min., Jr.-Sr. H.S., Rental $2.00 

min., Jr.-Sr. H.S., Rental $2.00 

Films) 10 min., Sr. H.S., Rental $2.00 
HALOGENS (Color) (Coronet) 10 min., 

Sr. H.S., Rental $3.85 


(Coronet) 10 min., Elem.-H.S., Rental 


(Coronet) 10 min., Jr.-Sr. H.S., Rental 


(Pictorial) 22 min., Elem., Rental 

MAKING A MURAL (Color) (Britan- 

nica) 10 min., Sr., H.S., Rental $3.85 

STRINGS (Teaching Films) 10 min., 

Elem., Rental $1.65 

PACIFIC COAST (Coronet) 10 min., 

Elem.-Sr., H.S., Rental $2.00 
OXYGEN (Coronet) 10 min., Sr. H.S., 

Rental $2.00 

(Coronet) 10 min., Elem.-Sr. H.S., 

Rental $2.00 


America) 10 min., Jr.-Sr., H.S., Rental 

SHY GUY (Coronet) 13 min. 

H.S., Rental $2.50 

(Simmel) 30 min., Elem.-H.S 






Pictures Corporation 

World's lorgest t6mm Film Rerlol Library 

28 East Eighth St. • Chicago 5, III. 
Offices in Principal Cities 

See § Hear 


.\udio-Visiial Program Standards: by a 
National Committee of Fourteen.... 10 

Talking Back to a Film: a Film Forum 
Guide bx Robert H. Schacht and L. 
Hany Strauss 12 

.\nd Sudden Death, in Slides: Safety 
Training by Col. George Mingle 15 

Showing the School to the Community: 
an American Education ]\'eek Feature 
by Margaret Parham IG 

Documenting Nature: an article on Bird 
Study by Dorothy Hobson and Lor- 
raine Salaman 17 

Buffalo's 1 Point Visual Instructional 

Materials Service: an article by Jose- 
phine E. Andrews 18 

Better Movies Through Careful Editing: 
Notes on Making Better Films 20 

Television— .\djunct to Present \isual 
Materials in Public Education: an ar- 
ticle by Edward Stashef) 22 

Meeting Teacher Problems: an article by 
E. J. Zeiter '. 24 

Training in ,\udio-VisuaI .Materials: /;y 
Robert H. Moore 26 

Rearing Spiders: a unique science feature 
by Lh: Harle\ P. Brown 27 

.\udio-\'isual Program, Okmulgee. Okla.: 
an article by Merrill McMillan 28 


Earl M. Hale, President 

Walter A. VVittich, Editor 

William Ball, Art Director 

New York Office: 

.501 West 113th Street, 

Robert Seymour, Jr., Eastern Mgr. 

Issue ."i of \'olume 3. published November. 1947 

O. H. Coelln, Jr., Publisher 
John Guy Fowlkes, Editor 
Martin Simmons, Circulation 
Los Angeles Office: 
3418 Gardenside Lane, 
Edmund Kerr, Western Mgr. 

at 812 North Dearborn Street. Chicago 10, b\ Aiitlio- 
Visual Publications, Inc. Trade Mark Registered U. S. Patent Office. Entire Contents Copyright \9A1 . 
International Rights Reserved. Application for second class matter pending at ihe Post OffKc. Chitagn. 
Illinois. By subscription: $3.00 for the school year; foreign $3.50. Address all advertising and siibscrip- 
tion requests to the Office of Publication in Chicago, Illinois. 

F. R. G. %.. explorer, 
naturalist, author, 
lecturer, producer 
of "Africa Speaks" 
and other notable 
motion pictures 




22 min.-S150 00 


11 min. -$75.00 


11 min._S75.00 


Ever since Paul Hoefler produced the 
first 16mm color and sound motion 
picture, his work has been distin- 
.nuished for photographic excellence, 
high sound fidelity' and accurate, in- 
teresting presentation. Preview 
prints of current releases, in full col- 
or and sound, are available, charges 
prepaid. Print prices include reels 
and cans. 

Western Air Trails NO. 1: Mag- 
nilicent ground and aerial scenes of 
old Faithful, Grand Canyon of the 
Yellowstone and other natural won- 
ders; wild life, fishing and dude 

Companion teaching films of unu- 
sual merit, high-lighted by exciting 
fishing scenes aboard tuna clippers 
in Centtal American waters, plus 
the complete tuna packing process. 


Sale. DivUion-612</. So. Ridgeley D„ve _^ 

lo5 Angeles 36, Co 


The Inside Story of a remarkable ■ 
16 mm. Sound Projector. . . H 

This amazing 
cut-away view 
of the interior 
of the Ampro "Premier-20" I6min. Sound 
Projector reveals the complex precision 
mechanism and advanced design of this un- 
usual unit. It presents graphically the many 
functional parts which assure Ampro's crisp, 
brilliant pictures and high-fidelity sound 

Both sound and silent films can be shown 
on this Ampro 16 mm. projector. Compact, 
easy to operate, it is ideally adapted for use 

n homes, clubs, churches, schools, sales- 
rooms and for exhibits. Has ample volume 
and illumination for ordinary auditoriums. 
Thousands of Ampro 1 6 mm. sound projec- 
tors have made remarkable performance 
records in many branches of the U. S. 
Government — in leading school systems, 
libraries, universities, churches — in top in- 
dustrial concerns. 

Send for circular — Write in today for 
fully illustrated circular giving details, speci- 
fications and prices on the Ampro "Premier- 
20" 1 6 mm. Sound-on-Film Projector. 

AMPRO CORPORATION • 2851 N. Western Ave., Chicago 18, III. 

A General Precision Equiprrient Corporation Subsidioiy 

Two Projectors in One . . . 

for Filmsfrips and 2"x 2" slides 

This remarkable unit ofFeri — extra 
brilliant illumination — spit-second 
interchangeability from slides to 
filmstrips ond back — simplified, 
quick threading for filmsfrips — and 
simpler focusing, operating and 

N O ^ E .M B E R 

19 4 7 


Roger Albright. Motion Picture Association 

Lester Anderson, University of Minnesota 

v. C. Arnspiger, Encyclopaedia Britannica Films, Inc. 

Lester F. Beck. University of Oregon 

Esther Berg, Nem York City Public Schools 

Camilla Best, Xew Orleans Public Schools 

Charles M. Bofsel. Mihcaukee Country Day School 

loSEPTi K. Boltz. Citizenship Education Study, Detroit 

Flovde E. Brooker. U.S. Office of Education 

James W. Brown. 1'irginia State Dept. of Education 

Robert H. Blrgert. San Diego City Schools 

Miss J. Margarft Carter. National Film Board 

Lee W. Cochrw. University of loua 

Stephen M. Corey. University of Chicago 

C. R. Crakes. Educational Consultant, DeVry Corp. 

.\\\o DeBernarois. Portland Public Schools 

Joseph E. Dic:kman, Encyclopaedia Britannica Films 

Dean E. Doic.lass. Educational Drpl.. RCA 

Henry Durr. Virginia Stale Department of Ediualioji 

Glen G. Eye. University of ]Visco>isin 

Lf:sLiE Frye. Cleveland Public Schools 

Lowell P. Goodrich. Supt., Milwaukee Schools 

William NL Gregory. Western Reserve University 

|0HN L. Hamilton, Film Officer, British Information Service 

Ruth A. Hamilton, Omaha Public Schools 

O. A. Hankammer, Kansas State Teachers College 

W. H. Hartley, Touison Stale Teachers College. Maryland 

John R. Hedges, University of Iowa 

Virgil E. Herrick. University of Chicago 

Henry H. Hill, President, George Peabody College 

Charles Hoff, University of Omaha 

B. F. Holland, University of Texas 

Walter E. Johnson, Society for Visual Education, Inc. 

Wanda Wheeler Johnston. Knoxville Public Schools 

Herold L. Kooser, Iowa State College 

Abraham Krasker. Boston University 

L. C. Larson, Indiana University 

Gordon N. Mackenzie. Teachers College, Columbia Univ. 

Harold B. McCarty, Director WHA, University of Wisconsin 

Bert McClelland, Victor Animatograph Corporation 

Charles P. McInnis, Columbia (S.C.) Public Schools 

Edgar L. Morphet, Florida State Dept. of Education 

Ermne N. Nelsen, The .4mpro Corporation 

Elizabeth Goudy Noel. Radio Consultant, California 

Francis Noel, California State Department of Education 

Herbert Olander. University of Pittsburgh 

Boyd B. Rakestraw. University of California, Berkeley 

C. R. Reagan, Film Council of America 
Don C. Rogers, Chicago Public Schools 

W. E. Rosenstengel. University of North Carolina 
W. T. Rowland. Lexington, Kentucky, Public Schools 
Oscar E. Sams, Jr.. Interim Office, U.S. Dept. of State 
E. E. Sechriest, Birmingham Public Schools 
Harold Spears, New Jersey State Teachers College 
.\rthur Stenius, Detroit Public Schools 
F.RNF.ST Tiemann, Pueblo junior College 
Orlin D. Trapp, Waukegan Public Schools 
KiNGSLEY Trenholme. Portland (Oregon) Schools 
Lflia Trolinger, University of Colorado 
I'AUL Wendt, University of Minnesota 



presents a 16 mm 

Educational Film in Sound 


and Color Entitled 


Ancients of the Andes 

An Art Class Feature 

Telling how the Incas, having the most ad- 
vanced known prehistoric culture, lived before 
the orrivol of their Spanish Conquerors, more 
thon 400 years ago. A 2,500 mile long Empire 
stretching along the west coast of South Amer- 
ica, operoting under a single political unit — 
a marvel of All Time. Their architectural 
ochievements have withstood the onslaught of 
people, storms, earthquakes and Timel 

Other Educational Films in Sound and Color 

rier. CHILEAN NITRATE -Gift of the Desert. 
CHILE'S COPPER - Mining and Refining in the 
Alaccmo Desert. CHILEAN HACIENDA - A Tro- 
ditionol Farm Estate. SOUTHERN CHILE -Tip 

Special colored drawings, to emphasize the 
grandeur of the Incos architecture, are shown 
to give students on idea of the beauty of their 
buildings, before the coming of the Spanish 
people. This ort feature, combined with in- 
structions in History, Sociology, Handicrafts, 
Architecture and Geography makes "THE 
INCAS" film a most valuable teaching instru- 
ment, and invaluable for study by oil students. 

IN PERU - Sugar From the Desert. FARMERS 
OF THE ANDES - Plateau Agriculture. PERU- 
VIAN PLATEAU ~ Problem of Industry and 
Transportotion. SOURCE OF THE AMAZON. 
HACIENDA LIFE - In Old Mexico. TIN - From 
the Malayan Jungle. DATES — Hand Pollina- 
tion, Cultivation, Processing. 


PARIS - Queen of Cities. BERLIN - A City of Lost Souls. CALGARY STAMPEDE. WHAT 

Write for pricBs and an/ further desired information 


Educational Division • 6060 Sunset Blvd. • Dept. 202 • Hollywood 28, Calif. 

An Inca Wall in Cuzco 




The Improved 

Individual Classroom 


For Both Silent and 
Sound 16mm Films 

MOVIE-MITE I6mni Projector 
Weighs Only 27': lbs. 

Single case contains everything 
needed for complete show — pro- 
jector, table top screen, speaker, 
cords, take-up reel, and has extra 
space for lamps and incidentals. 

Ideal for classroom showings. 
Larger, standard screen may be 
used for larger audiences from 80- 
100 people. Shows perfect picture 
6 ft. wide in darkened room. 

Write for illustrated folder giving de- 
tails . . . also name of Movie-Mite Au- 
tliorized Visual Aid Dealer . . . tor 

This improved Movie-Mite meets all demands for a light weight, 
compact, efficient I6mm projector at low cost. 

Movie-Mite is made of best quality die-cast and precision ma- 
chined parts. Simplicity is the outstanding feature. In threading, 
only one moving part need be operated. Show can be on the screen 
in ^ minutes. 

Reel capacity 2000 ft. Fast power rewind . . . adjustable tilt . . . 
quickly adjusted framing device . . . utilizes a single, inexpensive 
standard projection lamp for both picture and sound projection 
... no separate exciter lamp necessary. 

Universal, 25-60 cycle — A.C. or D.C., 105-120 volt operation. 
Convenient dual speed control switch. Mechanism is cushioned 
on live rubber mounts for smooth, quiet operation. 

Durable plywood case, leatherette covered. 



1105 EAST 15th ST. 



19 4 7 



In Ihe nation's schools and churches, where the 
finest possible projection is vital to the effec- 
tiveness of visual instruction, SA .E. projectors 
are preferred over all others. SA .E. projectors 
are unsurpassed for their efhciency, depend- 
ability, sturdiness, and ease of operation. There 
is no optical system more efficient than the 

MODEL DD . . . 150-watt tri-purpose 
pruji'ctor. 5" focal length coated 
Anastigmat projection (F:3.5) lens. 
Shows all three: 2" x 2" slides, single- 
and double-frame filmstrips. Simple 
adjustment for double- to single- 
frame . . . easy change-over from film- 
strips to slides and vice versa. Semi- 
automatic vertical slide changer. 
Leatherette carrying case. 

MODEL AAA...300-watt 
tri-purpose projector. 5" 
focal length coated Anas- 
tigmat projection (F:3.5) 
lens. Shows all three: 
2" .\ 2" slides, single- and 
double-frame filmstrips. 
Same features as DD. but 
larger, more powerful. 


The S. \'. K. library contains more than 1,500 3.5mm. 
filmstrips and 20.000 miniature (2" .\ 2") slides. New leach- 
ifK/nids: Kodachrome Visualized Units, each consisting of 
ten or more 2" x 2" slides organized according to curricu- 
lum units, with instructional guide. Correlated filmstrips 
. . . filmstrips correlated with specific textbook series. 

Write today for new S.V.E. catalogs, containing full 
descriptive information on projectors, filmstrips, 2" x 2" 
slides, and Visualized l_Inits. Indicate catalogs desired. 
.\ls(), ask about correlated filmstrips and free sponsored 

Address Dept. E42 



Leo P. Guelpa Joins United 
World Film Educational Staff 

♦ An addition to the U.nited 
World Films educational staff is 
Leo B. Guelpa, Jr., co-author of 
"The Physical Universe", a new 
type college science textbook into 
which many sound film and \isual 
aids ha\e been integrated. He is 
the author of several other books 
including mathematic workbooks 
used in the U. S. Merchant Marine 
Academy, where , with the naval 
rank of Lieutenant Commander, he 
ser\'ed as chief of the Section of Nat- 
ural Sciences. Some of his earlier 
educational assignments included 
four years as head of the General 
Science Department of Manhattan 
College and five years at LaSalle Mili- 
tary Academy, Oakdale, N. Y. 

* * * 

Price Correction Note 

♦ Due to an error in the listings in 
the September In\entory issue of 
See & Hear, incorrect prices were 
quoted for a number of Hollywood 
Film Enterprises" films. Corrected 
prices are given herewith: People of 
the Andes— {22 min) Sound; Color 
$125; B&VV $85; The Andes, Chiles 
Barrier— (II min) Sound; Color 
$75; B&VV $45; Chilean Nitrate, Gift 
of the Desert— {\\ min) Sound; Color 
$75; B&W $45; Chile's Copper- {W 
min) Sound; Color $75; B&W $45; 
Chilean Hacienda— {\\ min) Sound; 
Color $75; B&W $45; Southern Chile 
-(11 min) Sound; Color $75; B&W 
$45; People of Peru— {W min) 
Sound; Color $75; BS:\V $45: Planta- 
tion in Peru— (II min) Sound; Color 
$75; B&W $45; Farmers of the Andes 
- (1 1 min) Sound; Color $75; B&AV 
$45; Peruvian Plateau— (11 min) 
Sound: Color $75; B&W $45; Source 
of the Amazon— (II min) Sound; 
Color $75; B&W $45; The Incas- 

(II min) .Sound; Color $75; B&AV 
$45; Hacienda Life in Old Mexico- 
Ill min) Sound; Color $75; B&W 
$45; Tin from the Malayan Jungle- 
ill min) Sound; Color $75; B&W 
$45; Dates-{9 min) Sound; B&W 
Only; $30. 

♦ Prices for the Dudley Pictures 
Corporation series. This Land of 
Ours (October See & Hear) , whicli 
were not available at last press time, 
can now be quoted: Dudley one-reel 
films (10 min) in Sound and Color 
sell at $85; in Sound and B&W at 



to enrich every school's curriculum 

Eight great new EBFilms— two in color I —are 
ready for you now in this world-famed collection 
of authentic classroom films. 

primary to high school levels, presenting subject 
matter clearly and emphatically . . . making learn- 
ing interesting and lasting, teaching more effective. 

Good teachers know they can be sure with 
EBFilms, because everv EBFilm is made by educa- 
tors specificallv for classroom use. These films are 
core curricular material produced in collaboration 
with a leading subject matter specialist. Practically 
even- basic film library in schools all over America 
is made up of EBFilms. 

Good teachers know, too, that in even,- phase 
of their audio-visual program EBFilms are the 
right films to help them do the job better and 
more thoroughly. You'll want to see these new aids 
to teaching and learning. Plan to do so fiow. Write 
for more information about these films, and how 
any school can obtain them. 

In beautiful natural color! 


All the aoimals. birds, and plants of the farm come right into 
the classroom ... to delight — and instruct — school children 
ever>'where. Here are two ideal teaching films for stimulating 
discussion and creative activity in the primar>' and middle 
grades. Be sure to see them ! 

Tugboats at work in a large 
harbor. Introduces crew; ex- 
plains mechanisms; depicts 
saried waterfront activities. 


Showing the complete life 
c>cle of common and malaria 
mosquitoes and methods ot 
combatting these insects. 


A study of soil, its formation 
and its effect on civihzaiion. 
Includes excellent material 
on scientific farming tech- 

Shows children behaving 
happily in group activities 
and leads to better social ad- 
justment by example. 





1 •! 1 


Skk & Hear lias been dedi- 
cated to the organi/aiion 
rfiori of The Fihn Clounril ol 
Anieiiia, in keeping with the orig- 
inal suggestion of yoiii I'uhlisiui 
that all magazines in ilu- amlio- 
\isual education field do likewise 
in this period. 

The goal lor this year is the 
organization of 350 local film (oun- 
cils in every state of our Union. 
.\s one of the real beneficiaries of 
such coinmunity action, all <>1 iis 
who ser\e and work in the licltl ol 
education should give all possible 
interest and aid to^vard the achieve- 
ment of this minimnni goal. 

Organize a film council in your 
(omnuniiiN. If one already exists 
parlicipale in its functions. In so 
doing you serve America, you serve 
)our community and you save your- 
self. For the basic formula which will 
spell the inevitable success of this 
mo\ement is that it pays immediate 
dii'idends for e\er\ ounce of energx 

and time expended. Group action in 
the community means the organi- 
zation of a sufficient number of audi- 
ences to acquire some of the hundreds 
of outstanding new films now avail- 
able. The films you don't see can be 
brought to your school and to your 
community organizations. 

Foi The Film Coimcil of .America 
is basicalh an inter-group movement. 
Its local Councils, organized already 
in a score of communities through- 
out the land, are bringing together 
leaders from business, education, re- 
ligion, medicine, labor, service clubs, 
gcivernment and from all other seg- 
ments of the organized community. 
Thcircommon aim is the study and 
advancement of the audio-visual 
mcdiinn for its better and wider use 
vviihin their individual grcjups. 

Fhis movement was born in the 
service of our Countr) during \Vorld 
War II. Informational films then 
performed vital tasks in the prosecu- 
tion of the war effort: they have an 
e\en greater opponuniu to aid in 

Film Coincil I rustei--S mei't in Cliua^u: 
(left to riglit above) are. Dr. Slepheti M. 
Corey, L'iiiversil\ of Cliirago: Dr. Bruce 
Mnhan. i')iiversil\ of loivn: and Carl Milam, 
Anifjiran Library .'t.s.Sfx ialio)i. 

the wiiming of the peace. To this 
and other usetid ends The Fihn 
C(jinicil of America has now ad- 
vanced toward formal and perma- 
nent cjrganization inuler an outstand- 
ing national Board of Trustees and 
Officers. But its real strength and 
its success is rooted in the local 
Council you hel]) to form. 

National headcpiarters of the Film 
Council of .America are located at 
6 West Ontario Street, (^hicatro 10. 

See the 





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Audio- Visual Program Standards 




Is the 

Is the 
















■■^, \si 




5 < 



< W 








b S 




z z 




A SCHOOL may be well sup- 
plied with \isiial cqiiip- 
iiRiit and materials. \et have an 
inadefjuate aiidio-\ isual education 
program. The true test of this 
program lies in the utilization of 
these materials. Haphazard teach- 
ing methods will not suffice. Defi- 
nite purposes and technicjues must 
be known and employed. "The 
intelligence and ability of the 
icadier in selecting and making 
the best use of available materials 
in terms of the learning need and 
interest of the children will al- 
ways be a determining factor in 
the effectiveness of the audio- 
visual materials in instruction. 
The right material used at the 
right time in the right way is a 
goal siniph stated h\\\ difficult 
to achicxe." ^ 

The following questions will 
enable the classroom teacher or 
the administrative officer of the 
school to determine the efficiency 
and progress of its audi()-\ isual 
education program. 

To find \our status in this 
survey, note in which colinnns 
your checks fall. It the greater 
proportion is in the column 
headed "in most cases," you are 
in the midst of a growing pro- 
gressive situation with the utili- 
zation of visual maieriales. While 
these checks indicate progress, 
certainly those in the first two 
colunms furnish a field for im- 
mediate expansion of the pro- 

If the largest nimiber of 
checks fall in the column headed 
"in half the cases," only a begin- 
ning has been made. Further 

1 As.socialion for Childhood Ednr.ition Bullrtin, 
"UsinR .Audio-Visual Materials With Children," 
bv Taul Rccd. 

K. Equipment and Materials 

I. Does the teacher use the following visual equipment? 

1. Blackboard. 

2. Bulletin boards. 

3. Maps, charts, globes, models. 

4. File of Flat pictures. 

Slide projector (3'/4x4). 

6. Combination 2x2 slide and strip-film projector or equivalent. 

Motion picture projector. 



8. Opaque projector. 

9. Phonograph. 

10. Radio. 

11. Combination speed turntable. 33Wj and 78 r.p.m. 

12. Sound recording device. 

13. Public address system lone way). 

14. Field trip. 

II. Is the teacher alert to these physical aspects of presentation? 

1. Seating. 

a. Is the distance of the farthest seal from the screen not more 

than six times the width of the picture? 

b. Is the distance of the 
width of the picture? 

nearest seat no closer than twice the 

c. Does the boundary in relation to the screen position fall within 
a range of 30° to 45° angle of the point of projection? 

2. \'entilation. 

a. Is the teacher alert to the need for maintaining the optimum 
temperature, himiidity and air changes? 

b. Is the teacher aware of any room darkening problems and can 
she suggest methods of improvement? 

3. Acoustics. 

a. Is the teacher alert to any acoustical deficiencies? 

b. Does the teacher know what to suggest to improve them? 

B. Teacher Selection and Evaluation of Visual Materials. 

I. Does the teacher take active pari in selection and evaluation of 
visual materials in any of these ways? 

I . Does the teacher make 
committees for evaluation? 

use of the opportunity to serve on 

2. Does the teacher make use of arranged periodic preview sessions? 

3. Does the teacher maintain a permanent evaluation record of 

4. Does the teacher recognize responsibility for coordinating good 
materials with the curriculum? 

5. Does the teacher continually search for the material that will 
best serve the need? 




I. Has the teacher a definite purpose in using these visu.Tl 

to arouse niterest 

to develop habits and attitudes 

to impart information 

to demonstrate techniques 

to enrich 

to establish meaningful vocabulary 

2. Do the materials form an integral part of the unit? 

Preparation Techniques 

1. Is time taken to regularly preview chosen materials? 

2. Does the teacher make use of available teaching guides? 

3. Does the teacher recognize the need of preparation for audio 
visual presentation? 

a. Exploring pupil interest and need. 

b. Supplying of interesting anecdotal explanations. 

c. Removal of vocabularv difficulties. 

d. Clarification of puzzling details. 

e. .Assignment of definite responsibility for specific problems. 

f. Developing in the pupil a set of purposes for viewing the 

II. Follow up Techniques. 

1. Is there a pooling of student reactions? 

2. Is there opportunity for clarification, discussion, and further 


3. If pupil needs warrant, is there opportunity for reshowing: 

4. .-\re varieties of visual materials used to supplement each other? 

5. Does the teacher use a variety of methods for evaluating the 
activity, such as, discussion— composition— tests— drawing and model- 
ing—drama t iza t ion. 

6. Is there opportunity for pupil evaluation of materials? 

7. .\re there leads for further class or individual activities? 

V. Field Trip. 

1. Does the teacher make use of cinriculum recommended field 


2. Has the teacher time and opportunity for making arrangements 
for field trips? 

a. Contact proper authorities. 

b. Plan route, transportation, and time involved. 

c. Inform parents. 

3. Has a set of purposes for the trip been established? 

4. Is there opportunity for the producing of a visual record of 
the trip? 

5. Is there a pooling of student reactions after the trip? 

6. .Are coordinated visual materials used to supplement field trips? 

7. Is there opportunity for clarification, discussion, and further 

8. Does the teacher use a variety of methods tor evaluating the 
activity, such as, discussion, composition, tests, drawing and model- 
ing, dramatization? 

9. -Are there leads for further class or individual activities? 

Sllith nl tliis sin\t\ will suggest 
s])L-(i(ic inl|)^()\c■llu■lU^ to be ac- 

.\ large iiuniher ol diet ks in 
the ccjlimiii lieadecl "in a lew 
rases." iiitlicaies a se\ere siliia- 
tioii with respect to iitili/aiioii 
ol aiidio-xisiial materials and 
eciuipnieni. Here is a great lu-ctl 
for an iiinnediate awakening to 
the possibilities inherent in this 
iinihod lor more effective in- 
siiiiction. 1-hii- is an innnediate 
need lor (hnaniic leadership and 
eonsisieni iii-sir\i(c training of 
It at hers. 

* * * 

♦ .Members ol the national lom- 
miltee which has recommended 
this instnunenl lor e\aliiating an 
aiidio-\isiial |)rogram are: 

Esther R. Chaiclin.AVu' York 
Public Schools. 

Marion R. liradbeer. Super- 
visor, A-l' Education, Sjnitjg 
Valley. Illinois. 

C. A. Brannen, Audio-l'isuul 
Director, Brazosport, Texas, 

Lois Brown, Teacher, Clex'e- 
hind. Ohio, Public Schools. 

Arthur P. HofTinan, Teacher, 
Sheboygan, Wisconsin. Schools. 

Thomas H. Boardman,.'/(/rf/o- 
Visual Director, Freeport, Illinois. 

Latira May, Principal, Clex>e- 
land, Ohio, Public Schools. 

Victor Schmitt, Teacher, ]Vcst 
.Itlis, Wisconsin. 

J. Wendell Dayton, .ludio- 
f'isual Dealer, Tennessee. 

Laura Twohig, County Super- 
vising Teacher, Wisconsin. 

H. W. Embry, Supeniisor, A- J' 
Education, Dallas, Texas. 

Lyell J. Moore, Audio-]' isual 
Director, Mason City, Iowa. 

Glenn F. Olwtll, Vocational 
Coordinator, Madison, Wisconsin, 
Vocational School. 

iSEl, SKCIION 11. I'AC.E 10. (.ENER.\L OlTl.lNE) 




194 7 


Talkinf Back to i film 


A\Mf L. HAititY STRAISS m 

We Americans 

are a gregarious pcojjle. We 
find ()uisel\c;> engaged in a seeiningh endless round of meetings. As 
teadiers, religious educators, welfare workers, librarians, club leaders, 
Ijusiiicss men, skilled workers, and housewives, we dash madly from one 
group lo another. Our responsibilities are many. But do our many 
hours of Imrtiii/mlloii in i^'oi/p activities lead to anything constructive? 
I.S oiu- connnunity a Ixtter place in which to live as a result of our 
at lions? Ans^vers will, of course, vary. 

Some groups have sponsored activities which have led to worth- 
while civic accomplishments such as installations of parks and plav- 
gioimds, better housing for the connnunity, and more ample public 
Iiialih facilities. Others have served a real function by providing their 
nuiiibei's with needed social recreation. Unfortunately, in all to manv 
iuMaiices. groups have lost sight of their significant role in the com- 
iiHinit)— namely, fostering a democratic way of life. 

Back in the Colonial period, the New England town-hall meeting 
was a vital organization in every conimimity. The townsman felt free 
to express his ideas, and his opinions carried weight. As the United 
Slates grew, the town-hall type of meeting lost ground. The center of 
activity shifted from the town to the large urban center; decentralized 
local government was over-shadowed by centralized state and national 
government: "word-of-mouth" information passed into a stage where the 
more rapid and impersonal communication media of the press, the radio, 
and the film look over. 

Today we have a better inforined citizenry than in anv previous 
period of our histor\, yet we fail to translate much of our knowledge 
into action. We have a tendency to let others assume the burden of 
responsibility. Politics, we reason, is loo far removed from the activities 
ol our daily life, so we permit the professional politician to do our think- 
ing lor us. W'f. ml'st rfali/f thai dfmck:racv bilGINs at homf. 

As community leaders, each of us can do something about civic re- 
sponsibilities by getting others interested in vital community problems. 
Intelligent discussion leading toward action is the very essence of democ- 
racy. So when we are planning our programs why not make provisions 
for a series of discussion meetings? Let us recapture the spirit of the 
early town-liall meetings. 

THE speaker forum, the 
formal lecture, and the 
guided reading program have 
been used in public affairs pro- 
grams with considerable suc- 
cess, but today, a newer discus- 
sion method is receiving wide 
acclaim. It is the film forimi— 
motion pictures and slidefilms 

10 present background infor- 
mation and to stimulate criti- 
cal thinking and group discus- 

Today there is a definite 

1 1 end toward a wider use of 
films in youth and adult edu- 
cation. This is understandable. 
In a group setting, films have 
ihree different advantages: 

1. Group appeal: they de- 
velop and maintain interest in 
a great variety of subjects, and 
they will attract youth and 
adulis who might not other- 
wise take part in program ac- 

2. Information and idea to 
non-readers: it is a known fact 
that some youth and adults are 
poor readers, while even a 
larger nuiuber are too preoc- 
cupied with other activities to 
read significant materials. 
These same persons are easily 
reached by films. 

3. Films can economize pro- 
gram time: because motion 
pictures present ideas and in- 
lormation in a realistic and 
midcrstandablc form, they en- 
.ible the members of a group 
to grasp easily such ideas and 
information in a much shorter 
period of lime than is possible 
ihiough the use of other 

While tlie pirturr is being prepared 
for shon-iiig, a discussion leader here 
gij'es a brief introductory talk. Later 
lie irill lead discussion from the floor. 



But film showings in themselves 
are not enough. Little action re- 
sults from merely seeing a film. To 
have significance, films should be 
used as tools in discussion. When 
carefulh chosen and effectivelv used 
b\ an experienced leader, the film 
becomes a springboard which can 
lead through discussion to creati\e 

The film forum or discussion film 
program can be- ideally adapted in 
programs of manv communitv in- 
stitutions. Its efieciiveness has been 
demonstrated by churches, libraries, 
service dubs, women's groups, labor 
unions. V.M.C..\."s and kindred 
agencies. The folloy%-ing titles of 
forum series ma\ give some idea as 
to the possibilities of this method: 

"Making Your Opinions Count" 
(B«:>ston V..M.C..\.), "Talking Back 
to the Motion Picture" (Wilming- 
ton. Deleware V. M. C. A.) , "Issues 
of the Peace" (Detroit Public Li- 
brary), and "Lets Talk It Over" 
(Akron Public Library). 

The film forum can be used with 
already established groups, or it 
may be utilized as a sjiecial feature 
program which recmits its partici- 
pants from the community at large. 
In either type of setting the film 
forum has the foUounng program 

1. Film Forums are relatively in- 

2. Films covering a varietv of 
tcjpics are available. 

J. Film Fctriniis ap|X-al to large 
and small groups alike. 
1. Film Forums have a marked 
public relations value. 

The problems of securing films 
and projectors should not discour- 
age the planning of these programs. 
Films may be obtained from etluat- 
(ional or commercial film libraries, 
and in some communities, such as 
-\kron. Cleveland, or Detroit, from 
ilie public librarx. .\ 16mm sound 
j>rojector is, of course, an essential 
part of any film program. If a group 
or agency does not own such a pro- 
jector, it can generally borrow one 
from the public school, an indus- 
trial organization, countv agricul- 
tural agent, or from a neighboring 
conimunit\ ageno'. 

How to Plan a Film Forum Series 

Basic Planning 

Choose the 
Topics: A film 
forum to be suc- 
cessful must gear 
into the interests 
and needs of the 
group invohetL Can\as group 
members as to their choices of dis- 
cussion topics. In laying out broad 
subject areas the group should first 
examine its expressed objectives, 
and second, within this frame work, 
determine problems of \-ital im- 
fwrtance to the given group and to 
the larger community. 

Appoint a film 
forum commit- 
tee: As soon as 
subject interests 
have been deter- 
mined, a com- 
mittee should be appointed to ex- 
pedite the film forum process. Make 
sure that the members are repre- 
sentative and. if possible, try to get 
key community leaders to partici- 
pate. Key names have definite 
publicity value. Such a committee 
would then determine the objeaives 
of the film forum and would be 
responsible for all aspects of plan- 
ning and administration. 

Advance Preparation for 
Individual Forums. 

Choose the type 
of meeting: An\ 
of the three rvpes 
of meetings sug- 
gested below can 
be used to good 
advantage after the showing of a 
suitable film or films. Base voiu 
choice of procedure on the subject, 
how much the group knows about 
it, av-ailable leadership, size and 
nature of youtr group, and familiar- 
ity \\-i\h. discussion practices. 

1. The informal group discussion 
or round table can best be used: 

a. with a small group. 

b. with a group ha^-ing little dis- 
cussion experience. 

c. when the topic is one on which 
die group has common knowledge. 

2. The fxtnel discussion can be used: 

a. with a large group. 

b. when one person, because of 
his experience or preparation, is 
available to present the topic. This 
special presentation which is usual- 
ly made after the film showing can 
Ije followed bv questions and com- 
ments from members of the 

Dei-elop a schedule: The comiruttee 
should next develop a schedule for 
the series within broad topical 

areas. The committee's job becomes 
one of refining the topics and de- 
termining the order of presentation. 
Topics frequendy discussed bv fo- 
rum groups include the foIlo\*-ing: 
community planning, recreation fa- 
cilities, juvenile delinquency, home 
and family relationships, consumer 
buying, labor-management relation- 
ships, inter-racial and inter-cultural 
understanding, and international 

Select and schedule appropriate 
films: The Educational Film Guide 
and special film lists will need to 
be consulted. If possible, films 
should be secured for preview*- with 
a \iew to selection, or. if this step 
is not feasible, your committee 
might determine its selection on the 
recommendauon of film sjjecialisis 
who are familiar with both film con- 
tent and film forum techniques. De- 
termine which films will best serve 
yoiu- purposes. Select films which 
are relevant to the topics under dis- 
cussion, make siu^ that they present 
clear-cut issues, and be certain thev 
are both interesting and dramatic. 

Many available documentary 
films can be adapted to film forum 
use. Films which present a 
"slanted " point of view might well 
be considered, because when used 

( C O X T 1 .V f E D ON P .\ G E 14) 

-N O \ E _M B E R 

1 9 4 


objecii\ely, ihey guaraniee lively 
discussion. Jhe better film forum 
presentations use a single film. Ex- 
perience has demonstrated ihai 
(ilms which luii lioni 10 to 2.') 
minutes arc more desirable. The 
lolIo\\ing list includes a lew of the 
more widely used films:* 

ly schedided films generalh cannot 
be secured on short notice. 
l^ri'pare Leader's Guides: The lead- 
er's guide will contriljute much to 
the effectiveness ol the discussion 
leader and jianel members. If dis- 
triijiued lo the entire group prior 
to ihe film showing, it focuses atten- 

Tips for the Discussion Leader 

J Know ihc {oiucius of llic 
film. Preview the tilin. or 
it this is not possible, master 
the leader's gtiide. 

2, Bri(I,i;c the ,t^ap between 
tlie film showing and the 
disciLssion period by tying up 
the issues raised in the film 
with common group interests. 
The leader's guide should be 

'i Do not disttiss the (ilm 
* "• 

itseli. 1 lie issues raised 

by the him are important. 

Talk as little as possible. Re- 

fer all (|uestions back lo tiie 
group, or direct tliem to the 
panel resource perscjn. 

4, Check extended speeches 
from the floor. 

5, Keep the group on the 
main issues of the topic 

being presented. 

^^ Stun up occasionally the 
responses to major issues 
that are raised. 

y^ terminate the discussion 
while it is still going 

This is Tomorrow (1 reel) Q'.om- 
munity jilanning. 

Playttmni (2 reels in color) Or- 
gani/ing for recreation. 

Dislribuling Anieriea's (ioods (I 
reel) Consumer buying. 

Partners in Production (3 reels) 

A Criminal is Born (2 reels) Ju- 
\enile delinquency. 

You and Your Family (1 reel) 
Home and family. 

Brotherhood of Man (1 reel) In- 

One World or Xone (1 reel) In- 
ternational securiiv. 

Round Trip (2 reels) liiUTiia- 
tioiial trade. 

Cood discussion fihiis are in con- 
stant demand; thus the committee 
should plan its film forums at least 
a month or two in advance. Film 
titles can l)e siibsiiiuicd. Inn heavi- 

tion on the issues raised in the film 
and develops a readiness to view 
the film in an active manner. Pre- 
pared guides are available from 
many local film cjrganizations.* ,\ 
locally made guide, accommodated 
on a single mimeooiajihed sheet, 
slioiild include the lollowing items: 

1. A statement of the topic under 
discussion and its bearing on the 
vital interests of the participants. 

2. .-V few leading questions for dis- 

3. The main issues raised in the 

1. Suggested reading list of read- 
able pamphlets. 

Prepare a time sriiediile for eadi 
film lontm: A film forum should 
be conducted in a business-like man- 
ner. A time schedule should be de- 

tor listings of other films see: Film Forum 
'ifi'iew. Institute of Adult Education, 525 W. 
UOth Stn-cl, New York 27. Nexv York. (The 
SpniiK 1947 issue (ontains extensive annotations 
on 47 international relations lilins together with 
suggestions tor discussion and sources of procure 
ment. Annual subscription is $2.00 ) 

•.Sample guides may he skukiI from the fol- 
lowing organizations: 
Assiiciation Kilms, ,'147 Madisim Axinue, Nik 

York 17. N.Y. 
Chicago Film Workshop. 84 E. Randolph St.. 

C:hitaK() I, III. 
March of lime. ,169 Lexington Avenue, New 

\'ork. New York, 
National Committee cm Film Forums. 525 W. 

120 St.. New York 27 N.Y. 
National Film Board of Canada, 84 E. R.iiidi.lph 
St., Chicago 1, 111. 

\eloped in ad\ance and adhered to 
by ihe leader in the presentation. 
The following schedule is suggested: 

1. Introductory statement, 5 min. 

2. film showing, 10-25 minutes. 

3. I'anel discussion, 20 minutes. 

1. Discussion from the floor, 30 

."). Summary statement, 10 ininutes. 
Secure a discussion leader: The 
final success of the film forum often 
lies largely in the skill, taci, and 
]>ieparation of the leader. With 
poor preparation and tactless lead- 
ership, the discussion leader may 
defeat the purpose for which the 
meeting was called. Conversely, a 
well-preijared, skillful leader will be 
able to keep the thinking of the 
group moving in constructive chan- 
nels or e\en to salvage a meeting 
floundering because of poorly pre- 
pared panel members. 

In selecting a discussion leader, 
remember that jjrior experience is 
of paramount importance. A leader 
need not and, in fact, should not be 
a specialist on the topic under dis- 
cussion. His job is to lead discus- 
sion, not dominate it. 
Select panel members: A resource 
jjeison or a panel of several persons 
is fretjuently used as a device to stim- 
ulate discussion. These resource 
persons may be subject specialists 
representative of diverse points of 
\iew relative to ilie topic under dis- 
cussion, or they may be selected 
Irom the audience at random. 

In selecting a panel, keep the fol- 
lowing points in mind: 

1. Use a maximum of 3 or 4 persons. 

2. Select members who are able to 
express themselves well in pul)lic. 

3. Select members who are tolerant 
lo other views. 

1. C;ho<>se menil)ers who carry local 

Rehearse discussion leaders: It will 
be well to have a meeting of the 
chairman and panel members in 
1)1(1(1 to jjieview the film and plan 
ilu approach to be taken during 
ilic discussion. Ihe panel members 
should ha\e the problem well in 
mind and be convinced of its im- 
])()riaiic:e. They should discover 
what local facts still have to be 
gathered to Kilk with authority on 
the problem, they sliotild foresee 
some possible conclusions at which 

( C O N T I N l-l E I) ON PAGE 34) 



And sudden DEATH 

.•in slides 

By Col. George Mingle 

Sul>t>inlf>Hlr>il, Ohio Slnlr ///y/mviv I'altol. 
('oluinhits. Oliiti 

BY SHOWING— rather iliaii by lalkiii;;— \vc cm lod.i) bring about an 
inultiManding of driver salel} re.s|)on\ibiUues among teen-agers who are 
about to, or are experiencing the Inst ihiill thai (onies witli sitting 
beliind tlie wlieel ol dad's new <ar— the tinill (il (onliolliug a "liundred 
horses" as tiiey roll suioothh along supei higliwavs oi ihiough the 
thoroughtarcs of downtown traflie. 

Hilt with the use of the automobile ihe \oinig driver aeeepts a whole 
set of new safety and niechanieal responsibilities— how explain this to 
yoimg drivers? Again— we show them— with "slides" of table top situa- 
tions which show the hazards of dri\ iiig and rules for |)re\ eiiting accidents. 

Accidents and the factors which cause them can be reproduced by 
tabletop photography. By this method of tabletop photography, einploy- 
ing tov replicas, traffic situations are photographed and made into 
projection slides. Dangerous conditions and inisale methods of driving 
can be shown, and it can be seen why they are inisafe and dangerous. 
This, along with the slides of actual accident photographs, slujivs good 
reason why safety must be practiced at all times. 

Series of slides of this natine have been prepared thus far in this 
safety program and are being shown throughout the state to high school 
assemblies, civic, and other organizations interested in highway safety. 

The discussions which take place, the fiigh interest shown in ques- 
tioning causes and pievenlion of automobile accidents are ample jjroof 
of the effectiveness of the visual te(hnic[ue— slides shown in sequence. 
Typical of some few of the numerous slide sets used in the thiver edu- 
cation and safety campaign are these included with this aitiile. All 
Idhlfhip sihiatinus are rcconstnu lions of actual lutidcnls. 

• t'nr ftntlir 

iufnr?)uition nn the Ohio traffic safety slides, write to Col. George Mingle, Supt., 
Ohio Stale Highway Patrol. 

The tabletop model pictured 

shows an accident happening at 

an intersection due to the 

failure of a driver to heed a 

warning sign and stop before 

entering highway, .-itliial 

accident photographs of such au 

accident ahuays folhne to show 

the reality of the situation- 


19 4 7 


Showing the School To 
The Community 

WE ARE iiiicipreiing the 
schools to I lie coinmunitx 
iliroii,i;h the niediuni of ilu- llMiim 
color motion picture film. The 
viieans is excellent-and the interest 
very high! 

Our teachers have made a colored 
movie of senior high school activi- 
ties. Work on the project began 
early in the school year when the 
movie committee met to plan the 

A molion-piduic report should \isual- 
he the school service to the youth of 
the community. It should be realistic, 
showing actual activities in which the 
ihildreii engage, like the pictuie above 
( t the third graders. It should show a 
varictv of activities from arithmetic and 
other more popular known subjects. 
And it also should show some of the 
less familiar acti\ities. such as the pupil- 
planned and executed mural assignment 
pictured to the right. 

(Picture Credit: Madison, Wise, Public Scliools) 

By Margaret Parham 

Director. Public Relations. Madison, Wisconsin. Public Schools 

This motion picture is the third 
of a series which includes two com- 
pleted movies picturing the junior 
high and elementary school pro- 
grams. Each of the movies is ap- 
proximately 1,000 feet long, 16 
millimeter, colored, and silent. 

For the completed series credit 
must go to three different mo\ie 
committees of apjjroximately 20 per- 
sons each. Man\ hoitrs of labor ha\e 
gone into jilanning and shooting the 
movies, splicing and editing the 
films, writing scripts, and lettering 
the titles. 

1 akiiig coloicd movies of Madison 
ptililic school pupils Ijegan as a long- 
lime project in 1939 when the joint 
piii)lic relations committee, repre- 
senting the Madison Education Asso- 
ciation and the Board of Education, 
became interested in this type of 
at I i\ it v. 

.Several enthusiasts on the com- 
mittee formed a movie sub-commit- 
tee and expanded the group to 
include speech teachers and mem- 

bers of the staff who had amateur 
movie experience. This gnitip v iewetl 
movies previously taken in the Mad- 
ison public schools in such fields as 
phvsical education and speech. The 
group also sent for films from other 
city school systems to study. 

The committee finally decided to 
make colored motion pictures of the 
three school le^•els: nameh. elemen- 
tary, junior high, and senior high. 
They chose the junior high school 
for the first project since they be- 
lieved adult audiences were less fa- 
miliar with the program at this level 
and since production difficulties 
would be fewer with onlv three 
Ijuildings involved. 

Fitnds to begin the project were 
secured from the council of the 
Madison Education Association on 
the connnittee's request. .Since then 
the association has included the suin 
of $100 in the annual budget for the 
project, although the entire amount 
has not been spent each year. 

The junior high schot:)l movie cost 
approximately SlliO and the elemen- 
tary movie, $250. In addition the 
teachers' association and the Board 
of Education both appiopriated SI 25 
to make duplicates of the elemen- 
tary movie. The association sent its 
copy to the U.S. Office of Education 
in Feliritary for use in the re-educa- 
tit)ti program of Germany. 

Before beginning production, each 
movie committee spent a semester or 
more discussing and planning the 
movie. What to take, where and 
when to take it, how much of an 
activitv to take, what sequence to 
have, how many children to include 
—these were just a few of the matters 
to be considered. 

Teacher assistance in plannitig 
and filming the movies was inval- 

(C. O N T I N f E D O N P .\ G E 32) 



After the Field Trip students may relive and stud\ the high 
points of interest they encountered b\ I'ieifing scenes such as 
shown above. 


The Killdeer. U'lien liigh speed film and lelephoto lens are 
used to capture nature, our children may study from materials 
of interest, truth and vividness. 


THE STUDY of bird song has 
often been bewildering to 
both teacher and student. It 
was next to impossible for the 
teacher in the classroom to describe 
I he songs and calls of birds, and 
school schedules did not permit long 
and frequent "hikes" in the field. 
If \oii were to become even an 
amateur ornithologist, yon simply 
had to spend hours and hours with 
the birds in their natural habitat and 
hear their songs over and o\er again 
before the\ were learned. Manv 
ga\e up. Today, howe\er, a most 
comprehensive gathering of bird 
songs is available on records. 

The bird album Xorth .American 
Bird Songs, and the accompan\ing 
slides* are a new combination \\hich 
challenges eye and ear. Using super- 
sensiti\e equipment, it is now possi- 
ble to catch and hold songs of elu- 
sive birds. 

Evidence of the accuracv and 
\i\idness of the recordings is gi\en 
by the mocking bird. When plaving 
his recording of the mockingbird's 
song at the home of a friend. Dr. 
-Mien, the author of the recordings, 
and his listeners were startled by a 
rapping at the window. There sat 
a mockingbird objecting strenuously 
to the fancied intrusion of his do- 

By Dorothy Hobson 

George l\'ashi7igton High School, 

Indianapolis. Indiana 

— and— 

Lorraine Salamaii 

Madison, M'isconsin 

main. Upon placing the jihonograph 
on the lawn and again playing the 
record. Dr. Allen and his friends 
were much amused to see the bird 
search in vain for the in\ader. 

The records began when Dr. Al- 
bert R. Brand of Cornell Uni\ersity 
felt the need of recording the songs 
of birds about to become extinct. 
The passenger pigeon had been lost 
forever, and in the I930's it seemed 
as though soon the trumpeter swan 
and the ivory-billed woodpecker 
would soon follow into the realm of 
museum relics. In an effort to re- 
cf)rd the songs of such birds for pos- 
teritv. Dr. Brand and Dr. Allen put 
into effect this scheme of recorded 
bird sound. Since Dr. Brand's death, 
the Foundation he helped establish 

"The album Xorlh .American Bird Songs may 
he obtained from the Comstock PubUshing Co.. 
Ithaca, .New York- The six records, each with 
about twelve songs recorded may be purchased 
for si.\ dollars. 

The slides, regular 2x2. are obtainable from 
Di. .\. .\. .\llen. Fernow Hall, Cornell University, 
New York. 

at Cornell University has carried on 
his work under the leadership of 
Dr. Allen. 

The original collection of songs 
was begun on a 15,000 mile trek 
which Drs. Brand and .Mien took 
in H)85.* Using 10 miles of film for 
both audio and visual images, thev 
tra^clcd a wide circle from Cornell 
Uni\crsit\ to Florida, westward 
across the Mississippi Ri\cr, into the 
prairie states, northward, and finally 

The materials represent an im- 
mense amount of patience and in- 
genuity in surmounting obstacles. 
The eagle's inaccesible nest, some 
birds' extreme fear of man, and 
other birds' nocturnal habits pre- 
sented the hunters with many chal- 

Eating habits also gave rise to 
difficulties. For instance, the t)uzcl, 
a western bird, catches water insects 
for its food, making its home near a 
fast fresh-water brook and its perch, 
a likely rock in midstream. The task 
is apparent. When one also adds the 
birds' habits of wandering widely 
through a given area to the great 
\ariation in the dav-bv-day amount 
of song production, one appreciates 
the clarity and beauty of the records. 


N O \ E M B E R 

19 4 7 




Visual Instructional Materials Service 

This diorama of desert life rcjnesenis the detail study material 
that the Museum sends out irilli eorrelaled film materials. Mam 
avenues for learning go into Buflalo sehuoh from the museum. 

Pictures can be borroued from tlie Picture-lending Library of 
the Buffalo Museum of Science just like a library book. Schools, 
civic organizalions, and individuals of the area use this scn'icc. 

Josephine E. Andrews 

.Is.sistant Curator in Charge 
I'isual Education Dii'ision 

TO I'HE best of our knowledge, 
'llic BiiHalo Socieiy of Natural 
Sciences was the first organi/.ation in 
the world to loan slides and lanterns 
free to individuals. In 1900 the So- 
ciety became interested in the idea 
of preparing and lending certain of 
its collei lions to the scliools of the 
city and to other cduraiional insti- 
tiuions for teaching purposes. Ac- 
cordingly, a series of loan exhibits 
and charts was prepared which met 
with instant favor. From time to 
time new material was added. From 
this small beginning in 1901 jour 
different visual materials lending 
services have developed. 

1. While the preparation of ex- 
hibits was progressing slowlv, an- 
other division for the lending of lan- 
tern slides and projectors had been 
inaugurated in December of 1919. 
'Fhis division was organized on the 
plan of a pidjlic library, slides to be 
called for and returned personally, 
and the aim was to bring visual ex- 
periences of travel and science into 
the school and the home. The idea 
met with instant success, and in the 
first five months over ninety thou- 
sand slides were borrowed and used. 
The pidjlic made the full use of this 
service: sctiools, chinches, organiza- 
tions such as the Boy Scouts, Neigh- 
borhood Centers, letturers, and in- 
ilividual citizens. 

As teachers asked for sinall sets of 
slides suitable for the study of geog- 
raphy in the elementary schools, the 
service developed during the next 

ten years into a collection of some 
twelve thousand slides arranged in 
over five hinidred sets. 

A travel slide collection was 
developed through purchase, by gifts 
from railroads, steamship lines, 
travel bureaus, and friends of the 
Society. Special attention was paid 
to the needs of the churches and 
material was selected to fit their 
needs. Sets on Jerusalem and Pales- 
tine, the life of Christ, Bible stories, 
hymns, and jjarables, most of them 
with mainiscripts, have been used 
extensivelv bv chinches. 

Nurscrv schools and kindergartens 
found it difficult to find suitable 
slides for story hours. Permission 
was obtained from several publishers 
to copy in the laboratory the pic- 
tures in a number of books of animal 
and other stories of universal appeal 
to little tots. These slides were then 



colored and circulated with the 
books. They hax'e met a real need 
at the primary school lei'el and have 
been used widely. 

2. Shortlv after the Sociciv liail 
inoM-d into its ne\\' btiildine;. it was 
decided to ic\ ise the old charts and 
exhibits which had been made years 
Ix^fore, and to prepare and add new- 
material. Thus in 19L'9 tlie Loan 
Exhibit Bureau came into being as 
part of the \'isual Education Di\i- 
sion. A file of mounted pictures was 
de\eloped on travel, literatinc, and 
the sciences. Later large geographi- 
cal ^\•all maps were added as well as 
a collection of costume dolls. During 
the business depression of the thir- 
ties, a relief project was organized to 
make miniature exhibits and charts 
under competent staff supervision. 

In addition to models antl 
charts, two types of box exhibits 
were de\eloped. One kind is made 
right in the wooden carrving case: 
the background is painted on the 
inside cover of the box, and the 
exhibit is permanentlv made and 
fixed in the case. AVhen opened, 
there is yoiu- exhibit complete. The 
Eskimo, Jungle Life, the Desert. 
Australia, Switzerland, and man\ 
others of this tvpe. 

Separate table-top sets were also 
made. Each article of the exhibit 
is a separate entity to be taken out 
and arranged as desired, and the 
whole group housed in its own 
strong wooden carrying case. In this 
group there are sets on transporta- 
tion, including a most attractive 
miniature stagecoach complete in 
everv detail: a collection of four 

boxes on China containing some 
twche different items, among them a 
sampan, a street restaurant, thresh- 
ing grain, and Chinese figures at 
\arious occupations; and a complete 
set on the history of writing from 
the early cave man down to the 
modern printing |)rcss and tvpc- 
wriier. .\!an\ other equallv interest- 
ing and instructixe exhibits were 
made. .\11 objects were built to a 
scale of one inch equals one foot. 

3. As a direct outcome of the 
collection of art slides, another loan 
service developed— the Picture-lend- 
ing Librarv, which was first opened 
to the public in 1928 for the lending 
of art pictiues — reproductions of 
paintings, sculpture, and architec- 
tine. nian\ of them fine color re- 
productions. Over eleven thousand 
pictures were made available to the 
public and could be borrowed for 
a period of two weeks free of charge. 
The best works of all the great 
artists are represented. Examples of 
the arts and crafts of the earliest 
civilizations down to the present day 
are to be four.d. 

4. The newest service, and prob- 
ably the one of widest general appeal 
is the Buffalo Museum of Science 
Film Librarv, which has just got 
under way through the generosity of 
a Buffalo organization and individ- 
uals. Over seveir hundred fdms arc 
on the shelves and others are on the 
wav: and a number of soiuid projec- 
tors are a\ ailable for loan. The scr\- 
ice is free to all schools in Buffalo 
—public, parochial, and pri\ ate. This 
service is filling a need for an in- 
expensive source of educational films 

and is meeting with an enthusiastic 

.\il four services complement each 
other. For example, it is possible 
for a teacher to obtain from the 
museum a set of slides, pictiues. and 
an exhibit on the desert; also a film 
on The Stoiy of the Desert and an 
.Vrabian doll. Each type of loan ma- 
terial has its own jjart to j)la\ in the 
education of the child. 

Plans for the future include the 
enlarging of all the services; the in- 
auguration of a slide librarv of 2x2 
natural color slides; and the begin- 
ning of a collection of small mount- 
ed mammals for circidation to the 

The Buffalo .Museum of Science 
has become a center in this com- 
munity for visual material of all 
kinds. It is the only free lending 
service in the city for microscopical 
slides; lantern slides; charts minia- 
ture exhibits, mounted birds and 
insects: mounted pictures: and now, 
the latest of all, sound motion pic- 
tures and projectors, for commun- 
ity organizations of all kinds- 
churches, Y..M.C.A's, Boy Scouts, 
hospitals, clubs, parochial and pri- 
\aie schools. This ser\ ice is also 
extended to out-of-town schools and 
organizations but it is a counter 
service and no shipping is permitted. 
.All of our visual aids are available 
free to Buffalo Public schools, but 
they also ha\c their own collections 
of slides, moiuited pictures, and 
motion picture films, so that we are 
not the only source of supply for 
these items for the public schools. 

Membership in the Buffalo Mu- 
seum of Science is obligatorv for all 
organizations except Buffalo schools 
— pid)Iic. parochial, and |)rivate. 
Many millions of objects have been 
loaned during the past twenty-six 
years to stimulate and enrich the 
educational life of the people of 
this city. The Buffalo ^IusclUll f)f 
Science takes pleasure in pa\ing 
tribute to all those loyal and in- 
terested |)ersons whose vision and 
devotion ha\e made [H)ssible these 
\aricd collections. 

Drills of many nations, made for the Di- 
vision of Visual Education of the Buffalo 
Museum, are popular additions to the lend- 
ing collection. Although used for any pur- 
pose. the\ are desigtied f>articularly for the 
elementary grades. These dolls are sent 
out with correlated slides, films or other 


19 4 7 


better movies 



THE WORD "edit," "to revise 
and prepare for publication."* 
is a definition long applied to nianii- 
scrijjts but today may as aptly be 
applied to motion pictures if "pres- 
entation" is substituted for "publi- 
cation." Motion pictures must be 
edited to prepare them for more 
effecti\e ]ircscntation than woidd be 
jjossible were they shown exactly as 
they were taken. 

The need for such editorial prep- 
aration is ob\ious where the pictures 
ha\e not been shot in the secpiencc 
called for by script or story. But 
e\en where all the scenes have been 
taken in chronolooical or story or- 
der, editing is still most important. 
Scenes as originally photographed 
may be longer than required to 
bring interest and meaning to the 
completed film story. Other scenes, 
w h i c h appeared pertinent when 
made, may later prove wholly im- 
necessary. Sometimes certain scenes 
may be poorly exposed or out of 
focus and should be renioxed. 

When a frame to be cut appears on a 
viewer like this one, it can easily be notched 
by pressing a lever. 

Notes on Movie Making 

Editing permits the insertion of 
titles or narration to interpret the 
picture story. Few movies are so 
strong pictorially that some commen- 
tar\, either in sound or through titles, 
will not enrich their meaning for the 
audience. The inclusion of such ex- 
planations, in their proper places, is 
the function of the film editor. 

The first consideration in an) job 
of editing is clarit\. A mo\ie tells 
a story and tells ii in pictures. To 
do this effecti\el\ ii must make the 
story wholly clear to the \iewer. 
Each sequence must have something 
to say, and the stun of these se- 
cjuences must provide an easily un- 
derstood message. 

Just as a truly skillful author uses 
a minimum of words to convey a 
]3articidar message, so a really skill- 
ful film editor keeps his sequences 
brief. Nothing is more natural than 
to shoot more footage than is need- 
ed; to do so offers the assiuance that 
a particular scene is complete. But 
extra footage which lengthens a 
scene; notions formed at the time it 
meaning obviously has no place in 
the final film. 

The wisest course in editing, then, 
is to limit each scene to the essential 
action. This may not be easy, par- 
ticularly for the mo\ie-maker him- 
self. Understandablv, he has pre- 
conceived notions about a particidar 
scene, notions formed at the time it 

• IVebster's AVic International Dictionary , Second 
Edition: "Edit, to publisti. To prepare an edition 
of. To revise and prepare as for publication; as 
to edit a manuscript, a motion picture: to select, 
correct, arrange, etc. the matter of, for publica- 

was shot. .\s a result, an outsider's 
achice can be most helpful in edit- 
ing. Not ha\ing filmed the original 
scene, an outsider looks only for thi' 
part containing the essential poi'nt 
of the story. 

In editing color films, it is possible 
to let scenes run as much as 50 per 
cent longer than the same scenes 
might run in black-and-white. This 
is because there is more to "take in" 
when \iewing a color film. 

Mininuim eipiipmcnt for expert 
editing consists of a film viewer, 
splicer, and rewind apparatus. With 
such equipment the film is fed from 
the reel into the viewer, where the 
e tl i t o r sees the enlarged frame. 
Where portions are to be removed, 
so-called "cuts" are made; the edge 
of the frame is notched b) pressing 
a cutting lever and these scenes arc 
torn out and the ends of the film 
spliced together. ^Vhere sequences 
are remo\ed and set aside for inclu- 
sion later in the movie, they can be 
woinid on ,'iO-foot reels and labeled 

r/;n iKilth shows where cut is to be made. 
It will not interfere with projection if 
Ininic is lift in picture. 



to indicate correct subject matter. 

Finally, the entire footage should 
be projected. D u r i n g projection, 
notes may be taken concerning each 
particular secjuence. Notes should 
indicate what parts are to be further 
cut and what scenes are to be re- 
arranged. This process should be 
repeated several times until the de- 
sired editing changes have been fidly 

During this projection it is wise to 

study the relation of the length of 
each scene to the action it portrays 
and the place of that bit of action 
in the storv as a whole, for this will 
determine tempo. Where action is 
meant to be fast, as in a chase, scenes 
should be short, almost chopp\. 
Where action slowh nioimts toward 
a climax, the editorial approach is 

Final arrangement of the film is 
accomplished bv splicing all scenes 
into their proper tnder. Splicing is 
accomplished by placing the ragged 
ends of the film on the splicing 
block and trimming them with a 
ciuter. The emulsion on the last 
one-eighth inch of one end then is 
moistened and mechanically scraped 
off. ,\ touch of cement is placed on 
the film base after the emulsion is 
remo\ed and the other end of the 
film is pressed against it, welding 
the splice. 

In most sequences these are inter- 
mixed during editing to provide con 
tinuitv and variation bv chansinsi 
the point of view. .\ long shot gen- 
erallv is employed to establish the 
locale of a scene. Medium shots iden- 
tify the people in it and show what 
they are doing. Close-ups illustrate 
the detailed action or expression of 
the subject. This procedure may be 
reversed for effective variation. 

In editing, as in an\ pursuit, ex- 
perience is of great help. .Sometimes 
it is necessary to repeat the process 
oiulined above two or three times 
before a finished movie is made- 
cutting a bit more here, dropping a 
scene there, adding a title somewhere 
else. The goal— an effective pictine 
storv that holds the interest of the 
audience and reveals giaphicalh. 
\ividly, and with complete compre- 
hension, evidences of the world we 
U\e in. 

Steps in (I) Iilm n placed in splicer. 

( li I liuth ends ul tin j:lui 


(i) The emulsion of one end is softened with water. 

:ti^i\ % 

^ ^ 

(4) The scrafyer rubs off emulsion leaving the trans- 
parent film base. This is touched with cement and the 
two ends are brought together. 

Pictures Courtesy of Eastman Kodak Company 


19 4 7 



Ailjutt€*i i«p M^r^sotii ^^ is it a I 
3Mtit^riitls in Puhliv £tlt§ctiiion 

By Edward Staslictf 

Trifvhion Dirrrlor. II .%)/•;, Bnard nf Edit 
cation F.\l Rmlin SInlion, Nciv York Cil\ 

DIRING THE \V.\R one of 
our inosi \aliiablc ccliua- 
lional projects here in New 
\'ork Ciiiy— ilie irijis aroimcl llie cil\ 
by l)ii.s and lerry— became a rasually 
of the transporiation shortage. 
'I'liese trips hail been of great helj) 
in getting om yoinigsters to i<.no\v 
their city. Even at the peak of the 
])rogiani, it was well-niglit inii)ossi- 
ble to gi\f tliis experience to all the 
(hiidien . . . hut television (oiild tin 
it. rele\ision coiikl \isit the biidgvs 
and I he ishinds, Iiistorlt iancbuarks 
and industrial ceniers, i)ran<h(s ol 
city goverinneiit from (^ity Hall lo 
Department of Sanitation sewage 
(lis|)osal plants . . . all ])arl of llie 
course of stud). 

The great advantage whiclr tele- 
vision has over standard classroom 
film as we know it today is its flexi- 
i)ilii\ and timeliness. Almost all the 
subjects which I shall recommend 
for the junior high school level, in 
just a moment, can l)e presented on 
existing classroom film, "^et the 
point I wish to make is that tele- 
vision, even when it uses film, can 
alford to bring iis ]>iesentati()n up to 
date each time it ijroadcasls. Cllass- 
room film, primed in hundreds of 
c()|)ies, represents too great an invest- 
meni to permit of annual re-ediiing 
and the addition of new fooiage. 
I'ilm prepared for television can and 
unisi be brought up to date each 
year, and the cost of ]>io\iding fresh 
fooiage and new editing for the one 
piiiii lo be telecast in any given 
lonniHuiity will i)e (omjjaralivelv 

At llie junior high school level, we 
hud that television's greatest contri- 

bution will probai)l\ be made in the 
field of science. NBC experimented, 
late last Spring, with tw^o such pro- 
grams aimed at ninth year classes: 
one on the Atom, and one on Flight 
and Aviation. Additional programs 
outlined for our junior High Schools 
included A\'eather, Visible and In- 
visible Light, Disease and Television 

I think \c)u will agree with me 
that developments in each of those 
areas are progressing so rapidly these 
days that no current classroom film 
could give the latest story unless it 
were re-edited every second year. 
True, the basic principles remain 
unchanged, but the story of Disease 
is incomplete without Streptomycin 
and penicillin today, without some 
new miracle drug tomorow. 

At the fimior High School level, 
also, the current civic events telecast 
becomes valuable. Congress in ses- 
sion, the citv fathers in action, the 



doings of UN— these and more iir- 
gcnth timely snatches of hislorv in 
the making are perfect television 
grist for education. We now edit the 
news, for elementary and for junior 
high lc\els separately, at AV'NVE, the 
New \ork City Board of Education 
radio station. Would not the video 
cc|ui\alcnt be yesterday's evening 
tclc\ ision newsreel, slightly re-edited 
but with a materially different com- 
mentary spoken behind the fdni? 
That's video's great educational ad- 
vantage over somid film ... it costs 
us \crv little to dub in a new sound- 

Programs in science and in social 
studies, such as I ha\e described, will 
be supplements to existing classroom 
films, lantern slide collections, ani- 
mated models, charts and diagrams 
alnach in use in our schools. In the 
held of Foreign Language, for ex- 
ample, where already we stress the 
study of a foreign culture as well as 
its grammar, the interview-demon- 
stration in the studio will supple- 
ment oiu" present \isual methods . . . 
now largely postcard and sou\enir 
demonstration. If for each of the 
languages studied in our schools a 
major studio were to provide just 
one broadcast— consisting of a distin- 
guished but English-speaking visitor 
from the foreign land; travelogue 
film of its scenic beauties; native 
costumes on live models, native mu- 
sic and dance— why the broadcaster 
could he sine that every French, or 
Italian, or Spanish, or Portuguese 
class in the city would want to tune 
in . . . if, of course, we had receivers 
in our schools. 

Pupil participation, on the junior 
high level, would seem to me to be 
confined to occasional programs of 
exhibits at a Science Fair, for ex- 
ample, or a remote pick-up of a 
student group presenting a scroll to 
UN delegates. Vet a good sustained 
series can be provided by seventh-to- 
ninth-year pupils if the quiz format 
is used. Currently, the New York 
City Board of Education is cooperat- 
ing with the Columbia Broadcasting 
System in the "All-New York Junior 

Sliidciil.s loiiijirlc before television 
etimeias of ClIS station lI'CBSTf. 
'I'lie eonlesliint is beijig challenged b\ 
the opposing captain to re-arrange the 
letter-bearing slndents so that their 
cards leill spell out a word meaning 
"useless." That's right — it's "futile." 

High School Television Quiz Tour- 
nament," with ten weekly broadcasts 
taking place between mid-November 
and mid-January, and ten more, 
topped by two final roiuids, sched- 
ided for mid-February through the 
beginning of May. So far, the success 
of the enterprise has exceeded our 
fondest hopes. 

On the Senior High School level, 
we add, of course, more intensive re- 
mote coverage of news as it happens. 
We add discussion jirograms, not 
only /or l)ul /;y high school students, 
and I hope you will forgive me if 1 
refer to our own High School dis- 
cussion show, "There Ought to Be a 
Law," which has completed twenty- 
five consecutive broadcasts. 

Let's also point out the intensified 
study of drama in senior high school. 
Standard equipment used to be a 
volume of Shakespeare; a teacher 
and a class, standing, one by one, at 
their desks to read through iambic 

Today many a classic drama is 
Ixnind, for comparative studv, in the 
same covers with a modern play. The 
best of our drama teachers spend 
their summer vacations in straw-hai 
stock. And the voice of Orson Welles 
is heard in the land, along with that 
of Maurice Evans, Judith .t\nderson, 
and other fine actors, in recordings 
made specially for classroom use. 
\\'hat a lift good television drama 
coidd give sucli a course! It needn't 
be Shakespeare. Any good acting will 
find a day-time audience in drama 
appreciation classes. And it needn't 
be staged especially for the day-time 

show; Simday night's drama supple- 
ments not only the textbook and the 
album of recordings, but the film 
that no teacher can get the whole 
class to see at once, wiiiioul calling 
off school and adjourning to the 
neighborhood movie. 

If educational television, as a 
teacliing aid. involves the i)eginnings 
of participation on the junior high 
school level, it would seem to me to 
demand large gobs of it in college. 
That is why the increasing number 
of tie-ups between broadcasters and 
luiiversiiies appears to me to be so 
favorable a sign. 

Art and architectine via television 
can reach not only the classroom but 
the dormitory receiver . . . and the)' 
are not too far around that corner— 
and nearby homes. Dance . . . mod- 
ern, ballroom, folk ... is a natural, 
for reception both on and off the 
(ampus. Distinguished visitors to the 
campus, new scientific developments 
either discovered in the campus labo- 
ratories or duplicated by demonstra- 
tion apparatus, and how-to-do-it pro- 
grams from dietetics and home eco- 
nomics to methods of aptitude testing 
ill I he liome, will go from town to 
lown. Dramatic programs, intercol- 
legiate debates, student forums are 
almost too cjbv ious to mention. 

\\'hellK'r on ilic |)riniary level or 
on the collegiaie, ilic educational 
broadcast docs not do liic leaching 
in A\\i\ ol ilscll. lis \ahic is as a com- 
bined siinuilani and irritant. Better 
ihan anv teacliing tool we have tcj- 
clav. in niv opinion, television can 
(c: c) .N r I N I I 1) ON i- ,\ c; v. 38) 

NOVEMBER • 1947 




1. Makes budget provision. 

2, Provides clerical aid. 


1. Collects a library of film catalogs. 

2. Gets teachers to select films and dates. 

3. Makes final selections and sets dates for showings, 

4. (Mkes all arrangements for bookings with rental 

5. Provides evaluation blanks for teachers and files 

6. Trains teachers in use of equipment. 

7. Recommends slides, filmstrips and any needed equipment 
for purchase . 
Directs expenditure of budget allowance. 


1. Choose films and dates to fit the curriculum. 

2. Show films when they arrive. 

3. Make proper classroom preparation. 

U. Evaluate films seen. 

By E. J. Zeiler 

Principal, Richards School, 
Whitefish Bav, Wisconsin 


1. Make preparation for seeing flljLO, 

2. Participate in evaluation. 

3. Participate in learning activities as directed by 
the teacher. 


school had been equipped 
uith a sound projector, screens, 
two classrooms with black shades, 
and a small assembly room which 
could be used as a projection room 
part of the time. Several teachers 
had been trained to operate the pro- 
jector. The principal pro\ided cata- 
logs of free and rental films. Yet, 
in spite of good equipment and 
much encouragement from the prin- 
cipal, the use of teaching film* was 
limited to a relatively small niunber 
of teachers. Something was wrong! 
The teachers were asked what stood 
in the way of increased usage and 
these problems were found to be 

1. Teachers were so busy that they 
forgot to order films in ad\ance of 
the day of need. 

2. When films were ordered, teach- 
ers were generally disappointed be- 
cause of previous bookings by others 
of the films they desired to use. 

3. The load of correspondence re- 
garding film bookings became too 

'I. .\ film coming to the building 
w:is not used fully because other 
teachers did not know it was present 
or suitable for their class. 

These four and other minor j)rolj- 
lems indicated that the 

•Those films which contribute reah'.stic, vivid, 
learning experiences above and beyond that whicli 
ordinary, traditional materials lend. 

could not meet all the demands on 
his time and attention without find- 
ing some organized method of hand- 
ling the entire situation. 

The faculty eventually selected 
an audio-visual education commit- 
tee of three teachers: one each to 
represent primary, intermediate, and 
upper grades. The teachers selected 
were especially interested (some had 
taken professional work in \isual 
education). The committee was 
gi\en the following duties: 

1. To collect catalogs from all prac- 
tically available film sources. 

2. To evaluate films so as to improve 
the selection from year to year. 

3. To select films for use and book 
them in May for the following fall. 

4. To train teachers in the use of 

5. To set up a plan of operation so 
as to make the best possible use of 
film and equipment. 

0. To take any steps necessary to 
facilitate the program; i.e., to im- 
prove the quality of use of audio- 
\ isual materials in the course of regu- 
lar classroom learning situations. 

The principal gave the committee 
all necessary authority and placed 
the equipment and all materials at 
their disposal. He provided clerical 
help as needed and requested neces- 
sary budget funds for film rentals 
and rejjairs. The committee began 
with a budget of $60.00 for film 
rentals and $25.00 for repairs. By 
careful choice of rental and free 

films, it was possible to provide 75 
reels of film during the first year 
under this plan. 

Teacher participatioti drove the 
work foriuard. The people who use 
the films must select them! Now— 
the committee after four years of 
operation has developed a workable 
routine of operation. Early in the 
second semester each member calls a 
meeting of the teachers in the group 
he represents. The program is dis- 
cussed, difficulties are ironed out, 
and teachers are given catalogs and 
film lists from which each one selects 
a fixed number of films. Teachers 
of the same grade get together to 
make their selections. Evaluations 
from past years are available for 
guidance. Each teacher sets a date 
on which he would prefer to ha\e 
the film booked. The committee 
now comj)iles this list and cuts it as 
needed to fit the budget allowance. 
.-Ml dates are cleared and the re- 
quests for bookings are sent out. 
■\Vhen these have been confirmed, a 
complete program calendar is pre- 
pared, and all teachers receive a 
copv. Key symbols are used to sho\\- 
age level for which a film is recom- 
mended, sound or silent, the source 
of the film, running time, and 
whether the film is black-and-white 
or color. 

.As films arrive in the office, this 
information is posted on the teach- 
ers' bulletin board in order that any 



teacher may sign for use of the film. 
l)av and lioiir of teaclier's request 
must be shown. It is a rule not to 
show any hlni to more than two 
class groups at a time, but lack of 
a full time projection room some- 
times makes it necessary to break 
iliis rule. Films are selected to be 
shown to those class groups into 
whose curriculum content they will 
lit. Each teacher fills out an evalua- 
tion sheet and files it with the chair- 

.\t the present time the committee 
li;is increased its bookings to o\ei 
100 reels for the \ear, and it has 
taken on the project of selecting 
suitable filmstrips and 2" x 2" slides 
for purchase. Certain extra-cmricu- 
lar funds have been made available 
lor this project. 

.After four years we find this plan 
of operation still stands high in the 
fa\or of teachers. The number of 
])cr-]5upil showings has increased 
greatly, but most noteworthy is the 
leeling of teachers that, in spite of 
the necessity of advance bookings, 
more suitable films arrive at a suit- 
able time than e\er before. 
* * * 

Teachers interested in the Film 
E\aluation sample at the right will 
appreciate the \aluable aid to 
evaluating an entire audio-visual 
program now being published h\ 
See .\nd He.\r. Entitled ".\udio- 
\'isual Program .Standards," this 
series of outstanding articles was first 
presented in our October edition, 
and the second section is in this 
issue. It is based on the recom- 
mendations of a national committee. 


Kit hards School 

Whitcfish R.1V II, Wis. 

Source _ 
B &: W. 





Grade Levels_ 

Subjects Covered. 

Riiiininsr time_ 

l)tfect.s (if any)_ 

.Appropriate for purpose?. 

Teaching value (Ex, Vg, G, F, or P)_ 
Sound Track (Clear and Steady) 

or (Blurred and Varying). 

Photography (I'nusual, Excellent, Vg, G, F, or P)_ 
.Antiquated or obsolete indications 

Commentary (Helptul)_ 
Vocabulary eniploye<l_ 

Music (.Appropriate) 

Pupil reactions 



Is this ihf best device for teaching this subject or phase of this subject?. 




In small schools a teacher atidio-i'isuat com- tA'ahtation is the key tn a successjul {iro- A sluily and rrscaicli program before I'iew- 
mittee such as this one uses evaluation gram. The teacher jvho is to use the film inf^ films and follow-up actiz'ities upon corn- 
experience and teacher-pupil opinion of should he the one to determine its useful- pletitm of showing are important audio- 
films which have been used in the school tiess as a supplement to her classroom work. visual functions. Here youngsters prepare 
as their basis for film selection. This means thorough study for the teachers. for the film "Iron and Steel." 

^y^'^ i^^l 





19 4 7 


in Audio-Visual Materials 

By Robert H. Moore 

Head, Dept. of Education, Illinois Wesleyan 
University, Bloominglon, Illinois 

Tearliers usually teach as tliey are lauglil. 
If audio-visual materials of instructions and 
itjuipment are used in teacher training 
classes, cadet teacliers will feel freer about 
ujjplying the same techniijue in llieir future 

liFLOw: Teachers are J/rei'iewing and be 
coming aciiuainted with audiovisual mate- 
rials of instruction which are available in 
their particular subject areas of interest. 

"They don't use them at 
all," are candid complaints 
most often made by school adminis- 
liators rontcrniiig teadicr uiiii/a- 
tion of audio-\ isiial materials of in- 
struction. If we as teacher trainers 
are going to answer these criticisms 
which are, in \ery many cases, justi- 
fied, a two-fold plan of teacher-edu- 
cation must be continuously carried 
on. One type is, of course, in-service 
education in the use of audio-\isual 
aids. The second, and the one which 
the writer is primarily concerned 
with, is pre-seniice editcation or 
Icaclier training. 

The plan used in providing edu- 
cation in the use of audio-visual aids 
to college seniors preparing to teach 
is based upon three theories: 

1. No teacher can be called well- 
prepared at the present time if he 
lias not been carefully introduced 
to the subject of audio-\isual aids. 
Therefore, the course or part of a 
course dealing with this subject must 
be open to, if not required, of all 
students preparing to teach. 

2. The use of audio-visual materials 
must be presented as an integral 
|)art of the teaching process, and 
should not necessarily be considered 
as a separate topic in a separate 

3. Students must, if their education 
is to function, get some actual ex- 
perience in using audio-visual mate- 
rials and ec[uipment. 

In keeping ^vith these points, the 
study of audio-visual aids was intro- 
duced into the course in "Principles 
and Methods of Education," which 
is required of all seniors in the 
teacher-preparatory program of the 
liberal arts college. This is not, of 
course, an unusual plan in teacher- 
education curricula. Too often, how- 
ever, the student does little more 
than study about audio-visual aids. 
He too seldom gets any practice in 
connection with the theoretical 
study. In order to avoid this fault, 
a laboratory unit in the use of audi- 
tory and \ isual aids has been set up. 
The unit includes the following 
experiences in approximately the 
order in which they are given: 

1. Introduction by instructor, and 
a study by students of books and 
magazine articles dealing with 
audio-visual aids. 

2. ^\'riting papers. Each student 
emphasizing those A-V materials 
especially useful in his own field. 

3. Class discussion. Particular at- 
tention to purposes, types, and prin- 
ciples of use of audio-visual male- 

4. nisphn of catalogs of fihns, slides. 

filmstrips, charts, maps, models, and 
lecords. (A mimeographed list of 
sources distributed to students.) 
5. Lecture-demonstration by the in- 
structor on the operation and care 
of silent projectors, sound projectors, 
slide and filmstrip projectors, and 
two-speed phonographs. 

G. Individual lessons in the opera- 
tion of projectors and phonographs. 
All members of the class participate. 
7. Selection and presentation (be- 
fore the entire class) of films, rec- 
ords, or slides by small groups or in- 
dividuals. (In connection with the 
presentation, each group or individ- 
ual explained why he would use the 
aid, how it would fit into a unit of 
^vork, how he would prepare the 
class before presenting it, and how 
he would follow up the presenta- 

Most of the students were some- 
what hesitant at first about actually 
threading and operating the sound 
projector. However, after they had 
spent some time working with it, 
they became reasonably adept in its 
operation, and enthusiasm took the 
place of reluctance. Some students 
were asked by the College Visual 
Education Director to run sound 
films for other classes in the College. 
(continued on page 38) 





A See and Hcak Scieiue mrticU on Ike 
feeding mnd care of spiders as m choice 
clastjoom specimen slud^. 

IX your search for live specimens 
to study in natural science, gen- 
eral science or biology-, you can 
rear a mast fascinating creatine— the 
spider. Consider the spider- 
Shortly after the dose of the Ci\il 
War, an ex-army captain undertook 
the task of producing spider silk on 
a commercial basis, ^\"hv not? Spider 
web strands were stronger, finer, and 
more elastic than any other knoY«-n 
fiber. \\"hai is more, a single spider 
may produce enough silk to encircle 
the earth. WelL this enterprising 
gentleman jjersisted long enough to 
produce a garment or so of elegant 
spider silk. Then he gave up. .\ 
number of other people have done 
the same. \\'hyr Because spiders are 
iK)t easily reared en masse. Unlike 
the silkworm, which contentedlv 
feeds upon muJberry leaves and lives 
in harmony with his neighbor, the 
spider is not inclined to be sociable. 
Place two thri\-ing females in a cage 
together, and you may expieci to find 
only one the next day. Rear them 
outdoors, and they run a^»-av. Rear 
them in a cage, and your feeding 
problem is terrific Thev mvst have 
aaive, Ih-ing animals f<M- food. 

\\'hy bother with rearing spiders? 
Spider silk is used for cross-hairs in 
telescopes, gun and bomb sights, 
range-finders, and variotis other op- 
tical instruments. Certain persons 
obtain the web bv touchii^ the spin- 
nereu or silk gland pores, then reel- 
ing off the silk strands. The mech- 
anism by which the silk strand is 
formed is essentially that involved 
when you touch ^ouir finger to the 
open end of a tube of liquid glue, 
and then withdraw it. pulling out a 

delicate fiber which hardens in the 
air. The average strand of silk is 
made up of fibers from several of 
the six major spinnerets. But mv 
reasons for rearing spiders did not 
concern the web at all: I studied 
their development, and I sought a 
practical method of rearing large 
numbers of them. 

I needed a relativelv simple and 
economical technique of rearing spi- 
ders under carefidlv controlled and 
accmrately recorded condiuons. ^-ith 
an individual record for each spider. 
The following method was devised. 

Upon emergence from the egg- 
case, the baby spiders are kept to- 
gether for a day or two, thus gi«ng 
the hardier specimens their normal 
start in life by cannibalism. The 
spiderlings are then isolated in in- 
dividual shell vials having cork stop 
pers. Shell \ials are preferable 
because they have no neck, and mav 
thus be easily cleared of trash and 
shed skins. In rearing Black Wid- 
ow's, I found that 25 x 75 mm vials 
woidd accommodate the spiders un- 
til maturity, but wider ones might 
be necessary for such species as the 
Golden Garden Spider. The smaller 
the vial, the more convenient it is 
for handling and storage. It is well 
to start the spiderlings in small vials, 
transferring to larger ones when 

Fruitfly (Drotophila) cultures 
serve as a convenient and easilv- 
maintained food source for the 
young spiders.* 

By Dr. Harlev P. Btoavti 

Dept. of Zoology, Vnitenitt of Idaho 
.Woscoar, Idaho 

The mode of feeding the spiderlings 
is as follows (see illiutration at be- 
ginning of article) : 

(1) Shake the flies to the bottom 
of their bottle, remove the plug or 
stopper, and quickly place over the 
open mouth of the bottle two cards, 
one on top of the other. Near the 
center of each card is a hole about 
3 mm in diameter, easily made with 
the average ptaper punch. 

(2) Remo\e the stopper from the 
spider \ial and invert the vial above 
the hole in the upper card. 

(3) Place a light above the ^nal. 

(4) Slide the cards so that the two 
holes overlap, allow the desired 
number of flies to climb through, 
then close the opening bv sliding 
one of the cards. The flies, attracted 
by the light, ^*-ill readily dimb 
through the hole. 

(5) Slide the spider vial to the 
edge of the card and reinsert the 

.\ number of spiders may thus be 
fed consecutively from a given cul- 
tm^e. but the culture should not be 
too hea\'ily drained of its popida- 

(C O N T I \ f E D ox PACE 36) 

*Prmin»lii1i. the fnDdr or bait gaat, bit Bnollf 
be coOecud zboot gjitum cans or graoi^ aora, 
vlHTe «faL« «it frKA ocean. The bnae ttat 
datAf apca die oav veaoc ptaocs wttkk fi ■— m 
(be fmii. .\ sapic Bcthod of cnkariag them it 
2S ioSkmn: ma a fait of ov^Baxr faaftjen' vcast ia 
water, and mk a peckd lipe *"■"—' ia Iha 
i a ifaii<» Ear aboot a dir. nace aboat S gams 
(abaoM an aaace> at the *"«*"" ia a hatf-ptat 
■A bottle. .VU a Coldal piece of paper toad to 
wak ap exceH laiaid and prereat tbe adak fies 
Iram di m miiig. laoodace tbe fies aad plac bm- 
b bat Bot loo ligbtiT witb cotton. Keep at tooai 
t taiptijtuie. oat at <Siea oaiicbc. A mew pcneT- 
atioa jhoaU appear ia aboat a mdL »'-"'■ 
agar or com aacal aad ■n biw> agar Bar be 
eiq>lo<<d ai nafia. as veil as otber Emits. For 
^Mae eiboKate ^^•fc'*'** of cahana^ fraitfiies, 
boesefies. bloafics. asd otber iasects, tbe leader 
a lefened lo: CtUtmre iletkads lor Imserttbnie 
Amimalt. I9$T. Br J. C. Setdbtm et aL, Ccm- 
WKk Pabbsbiac Co.. lacu. Ilboo, New York. 

N O ^ E M B E R 

1 9 4 

Audio-Visual Program 



TEX YEARS AGO the seven elementar\ schools 
had but one opaque projector and one flash- 
meter. These "floated" irom one elementary 
school to another. One 16mni niotion-pictine machine 
served all grade schools. A limited niunber of sets of 
slides for certain units in the social studies, kept in the 
central office of the elementary ciurirulum super\isor. 
were sent to teachers upon request. 

Two thousand children attend the elementary 
schools in the Okmulgee system; the abo\e listed equip- 
ment was hardly adequate for the five white schools 
and the two colored schools. In the high school, with 
a student body numbering more than one thousand, a 
similar situation existed. 

Today we know that audio-visual aids are vital 
instructional devices that enrich the curriculum and 
make the entire educational process more meaniiigfid 
to each pupil in the public schools. 

In 1946. the public appro\ed a bond issue which 
included the pro\ ision of a liberal supply of equipment 
to carry forward a system-wide program of audio-visual 
education. Each biulding in the entire system will 
receive a complete "unit" of audio-visual aids. Bv 
complete unit for each building we mean a set of equip- 
ment: one o\erhcad projector, one flashmeter, one 16mm 
sound motion-picture projector strictly for use in the 
grade schools, selected new sets of slides, materials for 
pupil-made slides, graplis, charts, maps, flat pictures. 
and still pictures. In addition, a visual materials and 
equipment fund is being set aside for the sole purpose 
ot future purchases of materials and equipment as the 
needs arise in the schools. 

The entire list of suggested audio-\ isual aids and 
equipment, withoiu exception, was j)iuchased, and we 
have successfully achieved oiu" aim— a well balanced pro- 
gram of audio-\ isual aids and equipment used daily and 
hourly by all teachers in all departments in our system. 

A centrally located audio-visual office where all 
supplies and equipment can be kept while not in use 
serves the grade schools in the entire system. The 
elementary curriculimi super\isor maintains this office 
and acts as the distributor of the various aids to the 
grade buildings upon request of the teachers. The high 
school has a similar office which is imder the direction 
of the coordinator ot the audio-visual education pro- 
gram in the junior and senior high school— a large main 
office with ample storage space in an adjoining room 
constitutes the center in which all jMojectors, screens, 
filmstrips, slides, and other equipment arc stored while 
not in classroom use. A system of cataloging and filing 
all printed matter pertaining to the various aids and 
procedines for operation and maintenance of equip- 
ment has been set iqj, and the siudent stafl works under 

the direct siq^crvision of the coordinator of audio-visual 
aids and is given unlimited opportiuiity to aid in carry- 
ing oiu the de\elopment of the school-wide service of 
the audio-visual education departinent. 

Man\' of the members of the OkmiUgee facultv 
attend colleges and uni\ersities all over the nation each 
siniiiiier in an effort to learn of the \er\ latest develop- 
ments in the field of audio-visual instruction. As an 
extra incentive, the Board of Education issues bonus 
payments to those members of the faculty who make 
luorthwhile contributions to the curriculum in the au- 



Seven Elementary 
Schools - 2000 

One High School 







The audiS-visual conmittee includes int-ei^ 
ested-teachers from each school, the ele- 
mentary curriculum supervisor and the coor- 
dinator of audio-visual education. The" 
committee vorics in conjunction Afith the 
Visual Education Department of the Univer- 
sity of Oklahoma. 

_ Evaluate and list films that are to be 
' ordered from the many film distribution 
- centers. 

2, Locate, select and distribute audio-visual 
infonttition, catalogues and brochiires, to 
heeds of subject departments vdth sugges- 
tions as to v/liat might be done to develop 
the audio-visual program in the deparUnents. 

3. Coordinate suggestions and requests from 
the department heads: filmstrips, slides, 
projectors, films, screens, charts, maps, 
globes, and various other audio-visual 
devices. , 

Z». Ccn^ils and submit materials and equip- 
ment needed to the principal, the super- 
intendent, and to the members of the 
Board of Education for consideration. 

5. Study the problems of classroom use of 
audio-visual materials and equipment. 
Recomnend a plan of training all teachers 
and interested pupils in the operation 
and th« care of equipnent. 

6. Awaken iirterest in developing scl 
museuos. Offer guidance in buil< 
still-mounted picture libraries. 

7. Continue study and continue reo- 
mendation in the form of reculsi 
as a follow-up program develojrKr 
felt necessary if Okmulgee is to 
its place as a school system con- 
ducting an effective audio-visiiai 
education program, 

8. Formulate metnods to be used iJi e 
ating the use of audio-visual ai 
teaching. Study means of dji^jrc' 
during current semester and durii 
future years. 

9. Study and decide upon the philoso 
of audio-visual unit in each bull 
in the school system. 




dio-visiuil jitld. 1 lu!) tonn of rccogiiiiion encourages 
faculty members to seek valuable suggestions, ideas, and 
pointers on how best to develop our audio-visual aids 
program. We refuse to let our jirograni become a static 
situation, and we are looking ahead, |)lanning ahead, 
and thinking in this phase of oiu" education program. 
Most encouraging of all, the citizens of OkmiUgee 
are behind the program, and we who teach are being 
encoiuaged to see this phase of the school program 
through to genuine success. It is our goal to prove that 
modern audio-\ isual instruction is significant education- 
al de\el()pment anil .i suj)j)lement to practically c\ery 
learning situation in the entire school system. 

A teacher audio-visuul fjrograin comniitlee meets xveekly to de- 
velop ideas, make glass slides, select tiiateriats and work on museum 

Students do a major portion of the maintenance and operation 
of the audiovisual aids center and all eijuiliment and tiids stored 
there lehile not in use bx teachers. 


The uorkshop instructor, leith student aid in operating tlie 
machine, uses opacjue projection for testing and jamiliaritation of 
shoj) to(ds and equipment. 

Motion Pictures Teach News Writing 

By Calvert .\iulerson 

Extension Editor and .Issistant to Director, 

Agriculture Extension Service, State College of Washington 

Pullman, Washington 

RECENTLY 1 undertook to teach news writing to 
adults working in our Extension Service. 1 be- 
lie\ed that the only way to learn news writing was to 
wi ite, and the only way to recognize the news elements 
was to have these elements presented as nearly as 
possible as they really would lake place and then dis- 
cuss writing them. 

I wanted to cm|)hasi/e two things: tlie value of the 
news lead and thi' (ad that almost any e\em has in 
it a number of news elements of importance. The 
most desirable thing, of course, was to have all the 
group writing on one subject so that the discussion 
would be moie or less unilorm and that each person 
could criticize his own effort and comjiare it with the 
efforts of others. Thai also meant presenting the 
material to the jjcrsons who were doing the writing 
\\ithoui injecting iiuo it any ideas as to its relative 
importance, \\liile this has been done in several ways, 
I sought a new ajjproach. 

I knew that visual aids could lie used in many 
ways, so I took m\ problem to Mr. William (.naedinger, 
head of the Bureau ol X'isual Teaching ai the .State 
College of Washington. After looking at a lumiber of 
piciiuxs. we finallv settled on portions of ilnee Idms. 

Before the hlms were presented in class we discussed 
main parts of a news story and did some practical 
writing on stories developed out of the meeting and 
from facts in their own county. Then we used the films 
to supply us with the news elements out of which to 
write our stories. Ii was explained to the group that 
insofar as possible they were to assume that we were 
not looking at a motion pictuie. biu were actuallv 
participating in the event. They were observers at the 
scene. The first film used was that of a canning dem- 
onstration, the second was a 4-H hlm^ which served to 
present ancjther type of Extension .Service activitv. 

The RE.\ film. Bol) Marshall Comes Home,* was 
used as the final jjortion of the training program, since 
in its makeup it presented in flashbaclcs many situations 
which were behind the facts being presented bv the 
speaker tcj a noiinal groiij). These situations could not 
only be reflected in ilic lead ol the news article but 
could also be used as subjects or at least tips for otiier 

After each of ilu' films had ijeeii ccjnipkled. they 
were thoroughly discussed, and an attempt was made 
to list all the possible news stories and types of news 
stories that were contained within each. The group 
then wrote either a straight news lepori of the film 
experience, a feature story of the film content, or a 
news column of the type that might appear in a weekly 
paper under ilu' (ount) agent's heading. 

I felt that films definitelv were responsible for the 
success of the- meetings on news writing. To write r.ews 
stories, fads and materials are necessary. Tilnis Mijjpiiccl 
both in a controlled situation. 

• Bob Marshall V-omn. Home. BfeW.. 22 min.. sound; Source: Rural 
Elcclrifiralion .\d^1ini^t^atio^. Depart, of .Agriculture, Wasliington 25, D. C. 


J^eir lylaterials 



Magic Food-1 reel, B&VV §27.50; 
Color, $67.50: General Piciures. 
Intermed; Health. 

• The continuity of this film is built 
around Larry, a magician, who uses 
the basic foods to do his magic. He 
has a different magic presentation 
for each food group, but he indi- 
cates that food, too, is "rather magi- 
cal" as "anything which makes 
people well and happy is wonderful 
magic." After each food group is 
(lisrusscil correct meals are depicted. 
Milk, which is also shown in the 
food groups, is pictured as a "be- 
tween meals" foods, and the impor- 
tance of cod fixer oil is discussed. 

Live Teddy Bears- (11 min) B&W 
Sound, Sale, $45.00; Rental, $2.50; 

Primary, Intermed. Grades; Eng. 
Lan. d- Arts. FAemen. Sci. & Geog. 

• A delightful film featuring Aus- 
tralia's little bear-like marsupial, the 
Koala. Produced in co-operation 
with the staff of the Australian Mu- 
seum in Sidney, Australia, the entire 
jiroduction was "shot" on the sub- 
continent, sole place in the world 
xvhere koalas live outside of captiv- 
ity. It de])icts how the strange little 
animal eats, sleeps, travels, and 
where it lives. 

Let's Play Safe— 1 reel. Color, $75.00, 
Intermed, Jr HS; Safety. 

• The subject of this film is safely 
t)n the school playground and one 
of the six characters is "Giddy 
Goose." .\nimaled characters are 
used to show the negative side of the 
subject without lurid details, but 
children do the acting in a natural 
school setting. Six cued places in 
the film show the teacher where the 
projector may be stopped for group 
discussion. A set of six color "dec- 
afs" are included, which can be 
placed around the plaxground as an 
on-the-spot follow-up on the film. 


Atomic Fury— Silent. 16mm, 100 ft.. 
Color, $13.00: B&W, $3.50; 8mm, 
50 ft.. Color, S6.50: B&rW, $1.75, 
World in Color Productions. 
Jr, Sr HS, Col, Adult: Soc. Studies, 
Hist., Sci. 

• ^Vith the cooperation of Army- 
Navy Task Force I, this motion pic- 
ture consists of a complete study of 
atomic bomb explosions, as photo- 
graphed at Bikini, covering both the 
Able and Baker tests and including 
the awesome underwater explosions. 
The film is composed entirely of 
explosion sequences, photographed 
from every possible angle showing 
their peculiar formations. 

Blood Transfusion 1947- (17 min) 
B&VV Sound, Free Loan, BIS. 
Sr HS, College, Adult; Social 
Studies, Biological Sci., Physiology, 

• A survey of blood transfusion and 
its development in international 
medical history from Landsteiner's 
discovery of the four blood groups 
in 1901. Shows how the setting up 
of the blood-donor scheme in Brit- 
ain and the blood bank practice in 
the United States has led to the 
establishment of similar schemes in 
other countries. The film is suitable, 
for adult professional and lay groups 
as well as students. 

Development of the Chick— (10 min) 
BR:\V Sound, $45.00, UWF. 
Jr Sr HS, College; Biological Sci., 

• Depicts how fertilized eggs, kept 
warm by the hen, hatch into chicks. 
Hour by hour development of an 
embryo is clearly shown by unusual 
photography. The chick grows into 
a young pullet and the life cycle is 
readv to be repeated. 

Immunization — (10 min) B&VV' 
.Sound, Sale, $15.00; Rental, $2.50; 
Sr HS, College, Adult; Social 

Studies, Biological Sci., Physiology. 

• Combines animation and live pho- 

tography to pro\ide an understand- 
ing of inmiunization and its uses in 
the prevention of many infectious 
diseases. It depicts external symp- 
toms of disease and how they affect 
the bloodstream; and explains how 
Ijoth acti\e and passive immunity 
aie achieved. The preparation of 
\accines for many diseases is shown 
step by step, with demonstrations of 
the use of each xaccine. Production 
was supervised by Dr. Michael Hei- 
delbciger. Dr. Vale Kneeland, Jr., 
and Dr. Harry M. Rose— all on the 
staff of Columbia University's Col- 
lege of Physicians and Surgeons. 


Columbia Concerts Inc., Artists Se- 
ries— (3 series— total of 12 films) 
B&W, Sound, .^pply for Price. 

/)■ .S) HS, College, Adult; Music, 
Music Appreciation, Clubs, 

• The first series in this fine music 
group consists of 6 films, each fea- 
turing a well known artist in selec- 
tions from the great masters. Titles: 
John Sebastian— J'irtuoso Harmoni- 
ca; Sascha Gorodnitzki— Pianist; Wil- 
liam Primrose— Viola; Vera Appleton 
d- Michael Field— Duo Pianists; Ken- 
neth Spence — Baritone Basso; and 
Carol Glenn— Violin. Second series 
features the Metropolitan String 
Quartet in 3 films, titled: Schubert 
Program. Mozart Program, and Folk 
Song Program. Third series features 
a three piano ensemble, led by Paolo 
Gallico, in a set of three films titled: 
Waltz Album: Schubert Piano Al- 
bum: and Slavic Masters Album. 


English Criminal Justice— (22 min) 
B&V\' Sound, Free Loan, BIS. 
Sr HS, College, Adult; Sociology, 
Social Studies, Law. 

• .\ film explaining criminal court 
procedure in England, showing the 
\arious types of courts and some- 
thing of their work. Cases presented 
range from a simple petty sessions 
case to a murder trial at Old Bailey. 
The procedure following both "Guil- 
ty" and "Not Guilt)" \erdicts are 
also shown. 

Old Missions of California — (18 
min.) §2.00, C:harles R. Dorety 

Jr, Sr HS, Col, Adult; Hist, Clubs. 
' This film re\eals the story of Fra 
[unipere Sena who began the chain 




IVfow Ready For Use in Your Cninmunity! 

Julien Bryan's \e\\ Ducumentary 
IBVIM Films iin 

Students of international 
affairs believe that TO- 
and that during coming 
months public attention 
will be focused on ITALY. 


The.^e films have just been completed 
from footage shot by Julien Bryan and 
his crews in Italy last winter. They are 

now available in 16nim. (also in .35mm. ) 
black and white, sound films. 

These subjects may be 
PURCHASED through 
DEALER or from the In- 
ternational Film Founda- 

They may be rented 
from your FILM RENTAL 

Place your order now. 

"An Italian 
Comes Home" 


ITAL^ REEL ILDS is a dynamic documentary, valuable 
not only in a historical sense as a record of UNNRA's 
contributions but valuable also for the portrayal it gives 
of an Italian family and the evidence of courage dis- 
played by thousands of Italian families like the 
Montinelli's in rebuilding their homes, their communi- 
ties, their nation. 

Twenty minutes Sales price. SI 00.00* 

"^ Sculptor 
at tcork" 


In ARTISANS OF FLORENCE, the famous Institute of 
Art furnishes tlie setting for a film which shows many 
phases of Italian art and handicrafts; ceramics, drawing, 
sculpture, leather tooling, silver hammering, and jewelry 
design. An insight is provided into Italian home life and 
agriculture, and the film closes with a "Festa dell 'uva," 
the Feast of the Grapes. 
Twenty minutes Sales price. SIOO.OO* 

"Loai'es of Italian 
bread readied 
tor oven" 


BREAD AND WINE deals with Italian agriculture and 
the "mezzadria" system of Italian fanning. It shows 
the harvest of grapes, the cultivation of crops, the mak- 
ing of bread, the routine life of the fanners and their 
proprietor, and an evening meal. Like other Bryan 
productions, it stresses people and furnishes an excellent 
background for the study of the economic and social 
structure of modern Italy. 
Sixteen minutes Sales price. S80.00* 

• All price* ^ubjprl to ItK^ eduralional di»<"nunt. 


1600 Broadwav 

Juben Brvan, Executive Director 

New York 19, N. V. 


19 4 7 



The Accepted Method 
of Obedience Training 




— 20 Minutes 

Helen Hayei & 

Lowell Thomas, 





— 33 Minutes 

Lowell Thomoi, 


— 27 Minutes 

Lowell Thomas, 

Three 16mm Sound Films in Color or 
Black and White 

Blanche Saunders, Director; 
louite Branch, Producer i Photographer 

United Specialists, Inc. 

America' i Foremost Producer of Dog Films 


Red Wagon "1 

The dramatic life story til 
Stave Swift shows how an 
enterprising Cape Cod farm 
bo5" helped build an indus- 
try' that today serves the en- 
tire nation! 

Showing the School 

ReJ Wagon pictures authen- 
tically reproduced scenes ot 
19th century Americana. 
You 11 see, in beautiful col- 
or, early railroads, grejt 
herds of cattle roaming the 
Western plains, cowboys 
singing around their camp- 
fire, the early telegraph, and 
the financial panic of '93! 
To reserve Red Wagon 
for your school, church or 
club, write: 


Swif: & Company 

Public Rcl,icion5 Department 

Chicago 9, 111. 

16 mm. Sound Color— 45 minutes 
Dismbuicd tiee oo request 


uable. Principals cooperated by 
adjusting programs, holding over 
classes when necessary, and even 
occasionallv releasing members of 
the production crew from classroom 
duty. Perhaps most appreciation is 
due to the young "actors" who re- 
hearsed several times to help the 
crew get the lighting, distance, and 
inning just right. 

Although none of the committees 
adopted a theme or wrote a formal 
script before taking the movies, each 
made an outline and sequence of 
shots for every activity with the co- 
operation of the teacher. Each com- 
mittee has been guided, moreover, 
by the published educational phil- 
osophy of the Madison public 

Members of each committee wrote 
the scripts for the completed movies 
from background information sup- 
plied by the teachers. To synchro- 
nize the reading time with the pro- 
jection time of each shot, the writers 
spent man\ hours cutting and re- 
writing the scripts. 

Although some of the activities 
and retakes were filmed after classes, 
most of the shots were taken during 
school time. To take the movies 
dining the regular class period meant 
ha\ing the production crew on the 
spot and ready when the class was 
tailed, particularly in the junior 
high school where the work is large- 
1\ de|)artmentalized. 

Production work on the movies 
differed. The director of public re- 
lations for the state WPA office 
filmed the junior high school inovie 
with VVT.\ equipment, .\nother 
worker from that office filmed the 
lilies, which had been lettered and 
illustrated by three junior high 
school art teachers. 

With the exception of seasonal 
shots, the filming of the junior high 
sthool movie was done within a 
week. Since the shooting program 
was organized with economy of time 
and effort in mind, most of the films 
from one building were on the same 
reel. This necessitated a great 
amount of cutting and splicing to 
arrange the movie in logical order. 
.Shooting the elementary school 
mo\ie was more leisurely since staff 
members made up the entire pro- 
ductitm crew and since the equip 

nient belonged to the Board of Edu- 
cation and thus was available at all 
times. Cameramen included the 
chairman of the committee who was 
also an elementary school principal, 
and a junior high school teacher. 
Both had amateur experience. 

Equipment for this movie included 
a magazine-load camera for 50-foot 
reels of film, a tripod, a lightmeter, 
six No. 2 photoHood lights with re- 
flectors and two standards, a roll 
tapemeasure, two extension cords 
about 50 feet long, and two about 
.SO feet. The Board of Education 
purchased this equipment at the 
request of the public relations com- 

Eiliting the elementary school 
mo\ie was simplified somewhat 
through the use of the magazine- 
load camera. The activities were 
arranged in grade sequence, the 
movie opening with kindergarten 
children taking off their wraps and 
closing with patrol bovs helping 
little folks across the street. 

An art teacher lettered the titles 
for the elementary school movie and 
the Bureau of Visual Instruction of 
the University of AVisconsin filmed 

Production difficulties for both 
movies were few. The greatest single 
problem in shooting the films was 
the blowing of fuses, particidarly in 
the old buildings, and the conse- 
quent loss of time. The production 
crew attempted to use outlets on 
different amperes for each set of 
lights, but being unfamiliar wiih the 
wiring sometimes made errors. 

In one of the most difficult light- 
ing problems, the electrician for the 
Board of Education assisted the pro- 
duction crew. For gymnasium pic- 
tures, the committees chose the light- 
est g)m and used da\light film and 
blue photofloods. 

The production crew for the ele- 
nientar\ mo\ie in particular consis- 
tently used the tripod, lightmeter, 
and tape measure. Although not 
Holhwood productions, both movies 
are good amateur pictures. 

"Opening nights" for the movies 
were annual dinners of the Madison 
Education .Association which had as 
guests meinbers of the Board of 

* * * 

♦ .\ Holiday Suggestion: Give SEE 
K: HE.\R for Christmas. One vear, 
53.00: two vears, S5.00. 




You owe it to your audience and your budget to see this 
new sound slidefilm unit. 

If your program is training, selling or teaching, this 
new compact equipment is designed to give maximum 
performance with more light on the screen, less heat, 
higher quality sound than any machine available today. 

Check the following features with your requirements: 

Light weight, 22 pounds— latest improved Viewlex 
projector— plays 16 inch records— turntable speeds of 78 
and 33-1 3 RPM— microphone attachment— push button 
control from any distance — "film protecting" frame 
change— lens easily accessible for cleaning— available with 

This equipment is manufactured especially 
for Automatic Projection Corporation by: 



2 or 5 inch lens— slotted film can for 5 second threading— 
patented rapid frame changer with no damage to film- 
projects 35mm slidefilms or 2 X 2 slides— new one ounce 
pickup arm— highest quality loud speaker— national net- 
work of service offices. The case is smart and modern in 
design— the whole unit is not much larger than a portable 

AUTOMATIC— This new Soundview 
is equipped with the special auto- 
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to operate itself — no operator and no 
audible signal on the record. 

Ask your dealer for a demonstra- 
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A Product of Aulomotic Projectjon Corporation 

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19 4 7 



(CO N 1 I N I F D 

the group could anive, and ilicy 
should have a chance to plan how 
much material they will be al)le to 

Arran'^r for publicity: A hhii loruiii 
cannot succeed without an audience. 
Manv lorunis have failed because 
ol |)oor jjublicity. The following 
suggestions may pro\ ide ideas for 
the forum committee: 

1. i'nr members only. 

II \our meeting is for your mem- 
bers only, your publicity problem is 
relatively simple. But e\en here, 
a well publicized program will i)a\ 
rich dividends. Man\ groups ha\e 
mimeographed or printed an- 
noimcements which are sent out be- 
fore each meeting. Committees 
which telephone all members have 
proved very effective. 

2. I'or the general public. 

I'm the responsibility for ade- 
(|uatc publicity into the hands of a 
lompcient committee. It can then 
ilivide its work into such divisions 
as club memberships, newspapers, 
radio, library, posters and leallets, 
and other groups. 

a. Members— Contact club mem- 
bers as above. 

b. Newspapers— Newspapers are 
usually willing to give free space to 
announce worthwhile community 

c. Radio— Local radio stations 
are easily induced to give spot an- 
noimccments of the meeting be- 
t Willi piograms, dining local news- 

d. Library Exhibit— Special book, 
and pamphlet displays, posters, col- 
ifition of art, of handicraft objects, 
and mimeographed lists of available 
books and pamphlets are some of 
the contributions your ])iibli( li- 
brary will be glad to make toward 
the success of your program. 

e. Posters and Leaflets — Art 
classes in schools or connminity 
centers are often willing to make 
posters and leaflets for worthwhile 
commuinty affairs. These can be 
placed in store windows, cfiurchcs, 
and other places where they will be 
seen by many people. 

f. S])onsoring Groups — Groups, 
such as libiaries or P.T.A.'s. find it 
])i()(itablc to enlist the cooperation 

h R O M PAGE 14) 

ot well-known community organiza- 
tions in co-sponsoring certain of 
their meetings. This insures a bet- 
ter publicitx and attendance. 

] o follow through on e\en some 
of these various suggestions may 
sound like considerable work to 
many program chairman. However, 
these promotional techniijiies do 
\vork— and a well attended success- 
liil meeting is a satisfying reward 
lor all the work that goes into it. 

Conducting the Film Forum 

Schedule space 
and equipment. 
Schedule well in 
advance the room 
to be used for 


a. — : 


pro]ection, a pro- 
jector and screen, and a competent 
l^rojectionist. If you are using a large 
hall, a public address system may be 
needed for the discussion period. 
Physical Considerations: Projector 
operation, screen position, room 
darkening, ventilation, acoustics, 
and seating are all factors which 
must be considered in any film 
forum presentation. The projec- 
tion equipment should be set up and 
tested with the film to be used, 
prior to the meeting. 

Seating is an important considera- 
tion. The chairs should be ar- 
ranged in such a manner that each 
person in the audience has a good 
view of the screen. The projector 
|)ower source and the room lights 
should be on separate circuits. A 
dark room enables better projection, 
but ventilation should never be 
sacrificed for the sake of securing 
total darkness. Details of rewind- 
ing film and dismantling equipment 
should be held over until after the 
termination of the meeting. 
Develop an atmosphere conducive 
to discussion: 

It is the chair- 
man's job, as host, 
to see that all new 
m embers and 
visitors are intro- 
duced and feel at 
home. It is much 
easier to break 
down that formal barrier to a free 
exchange of opinions and ideas early 
in the meeting than it will be when 

discussion is asked for later. These 
few minutes before "the meeting 
will please come to order" can also 
l)e used to good advantage by en- 
couraging those present to examine 
whatever pamphlets, graphs, ma])S, 
oi handicraft objects have been as- 
Get the program started on time: 

If your meeting- 
was annoiniced to 
start at 7:45, start 
at 7:45. If the 
latecomers find 
you have already 
started chances are good that thev 
will be on time at the next meeting. 
It is a mistake to plan a program 
that is too crowded for the time al- 
Introduce the topic and film: 

Gencralh speak- 

ting. the chairman 
]jl or discussion 
\fr leader should 

spend not more 
than five minutes 

in introducing the subject, impress- 
ing the audience with the topic's 
importance, and relating tlie topic to 
a felt need of the community. 

The chairman should then intro- 
duce the film, raise questions on 
which the film will shed some light, 
and ask the group to watch for the 
important issues brought out in the 

The group will then be ready to 
see the film and get from it the 
contribution that it can so well 
make to a film forum. 
Sliow the film: 

Strive for a 
smooth perform- 
ance, with a mini- 
nmm of distrac- 
tion and a maxi- 
hunn of show- 

' ti J ^ Ii'^' " P *-' 1' '' ' o r 
should have the equipment set up, 
tested, focused, and ready to go 
well before the meeting starts. 
Introduce the panel: 

\Vhen the lights go on again, the 
[janel members shoidil quickly as- 
semble at their appointed places 
and be introduced by the discussion 
leader, not just by name, but by a 
reference to the special qualifica- 
tions which have given them the 
(continued on p .a g e 35) 



''Projected Visual 

^ids in tke 


by WiUiain S. Iloikmtni 


An outstanding authoritv. for 
twenty vears Director of Reli- 
gious Education in the Lake- 
wood (Ohio) Preshyterian 
Church, presents the results of 
his experiments in the use of 
projected visual aids in wor- 
ship and preaching services, 
film forums and curriculum 
enrichment. It points the wav 
to the more effective use of 
this vivid new teaching tech- 

The scope and value of the 
book can be gained bv iilanc- 
ing through a partial list of 
subjects treated in its pages, 
as sho^vn below: 

Uniqueness of the Visual Aid 

Levels of Function 

Role of the Teacher and Principles for the Teacher 

Picture Focused Worship 

The Film Forum Technique 

Films for Discussion 

The Principles of Utilization 

How to Choose Films and Slides 

Physical Factors in Audio-Visual Programs 

Screen Size in Relation to Rooms and Audiences 

A Functional Analysis of Projection Equipment 



right to make the first contributions 

;c> I he group's thinking. 

Alter introductions, each member 
of the panel should be allotted a lew 
niiniues to coniniciu on the issika 
raised by the fdm. 

Open the general discussion: 

F'ollowing the indi\iclual prescii 
lation, allow a few minutes tor d\\ 
cussion among the panel members. 
.•\t a logical point in the panel di-, 
cussion, (all lor participation b\ ilu 
entire group. Encourage llic mem 
hers of the audience to break in ;ii 
aM\ point (lining the presentation 
of the panel where further (iiustion 
or comment seems desirable. 

The leader may find that main 
people hesitate to express them 
selves. If he can get people to re 
])ort what others are saying or 
thinking, however, and change the 
subject from the first person singu- 
lar to the third person plural, he 
Avill ha\c reino\ecl many of the in- 
hibitions which keep people from 

Encourage group action: 

If a film forum is to have an\ 
meaning the discussion jjeriwl 
should lead toward definite action. 
.\ discussion leader who is "'on his 
toes" will constantly attempt to 
point up agreements and draw con- 
clusions. When he senses the time 
is ripe, he should encourage the 
group to suggest follow-up acti\itics. 
.Action may take the following 

a. De\elop a group study program 
designed to explore more fully the 
issues raised. 

b. Puljlicize the findings of the 

c. Instigate a definite campaign to 
correct certain coiiiniuiiit\ malad- 

d. Encourage the members to par- 
ticipate in other worthwhile com- 
munity programs. 

Close the meting: 

If the timetable has been fol- 
lowed, there will be a period for 
sinnmary and conclusions. The 
leader sunmiarizes, or he may find 
it worthwhile to appoint one of the ! 
members to take notes during the 
discussion from which he can sum- 
marize the points made. .\ skillful 
summary may develop a desire on 
the part of the group for continued 
study and discussion. 

DeVRY ^Ql 

"''Theater-'m-a'Suitcase " 

1 6mm. Sound Projector, Amplifier, 
Speaker and Screen — All-in-One 
— Small, compact case weighing 
less than 31 lbs. Today's 
greatest projector value. 


Out '-f l).-\KyS 35 yvAi> o( (irigioating and dcvflopiog 

portable motion picture equipment is born a new 

champion — the DcVRY "BANTAM" 16mm. sound- 
silent pmjprtnr. 

COMPACTNESS: Case mca^urc<i lO*," wide, U" long, 
n" high. . . LIGHTNESS: Weighs less than 31 lb-*., 
ciniiplfir. Pick-up (operating) weight a» liltle as 2^^-2 
\hs. with door and !*peaker removed. . . . EXTREME 
SIMPLICITY: In desinn. merlianism and operation. Set- 
up threading, operating and ricaning are ea«y, e%'en for 
the inexperienced. TOP QUALITY: Precision built from 
finest materials with all f>f DeVRY'S time-tested mechan-, audio and optical udvanlage>i retained, niauy re6ne- 
meni« added. . . . UNEXCELLED PERFORMANCE: 
Perfect blending of brilliant flickcrle?"- jii'turc'^ with irue- 
to-life sound. . . Adequate illumination (7.30-tOOO Watts) 
for projecting brilliant pictures in auditoriums. Matte, 
white screen fabric inside demountable door ideal for 
TABLE TOP .howings. . . . LOW PRICE: BANTAM in 
•tingle case is priced complete at only $325.00. Manufac- 
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resulted in substantial saving!* that are pao^-ed on to you. 
DeVry Corporation, 1111 Armitage Avenue. Chicago 14, 

DeVRY Corporation 
lilt Armitage Avenue 
Chicago 14, Illinois 


Send me without obligation, latest information 




19 4 7 


On Rearing Spiders: 


tion. since the fly "birih rate" should 
be lairlv well niainiained. The pop- 
ulation density of a culture is an 
obvious index of the number of flics 
it can afford to lose each dav. 

As shown in the illustration, tiic 
cork stopper from ilic spider vial 
may be "watered" while the fruitdies 
are being admitted to the vial. A 
small pat of ct)iton soaked with 
water and kept at hand in a shallow 
dish provides a convenient "water- 
ing'trough." This regular supply of 
moisture seems appreciated by the 
spiders, which usually soon learn to 
go to the cork for a drink as soon 
as the cork is replaced in the mouth 
of the vial. Ordinarily they take their 
drink iK-fore attempting to ensnare 
anv flies. 

The numbered vials may be kept 
in racks or vial boards, and shoidd 
be kept at moderate temperatine, 
out of direct sunlight. A spider can 
usually survive for months upon one 
hearty feeding, but it cannot, of 
course, continue its normal growth 
without more or less regular meals. 

Fruiiliies are mere appetizers to 
large siiidcrs. Other flies may be 
employed in the same manner as 
here described. One may vary the 
diet with various insects as they be- 
come asailable. Such capable crea- 
tures as cockroaches, if placed in 
spider vials, may upset matters bv 
dining upon the spiders. 

just a hint about watering spiders: 
see that the corks used are reason- 
ably clean. I once foolishly used a 
cork which had been exposed long 
before to Bouins fixative solution. 
As a rcsidt. mv fust mature gentle- 
man Black Widow met a cruel death 
after trustingly sipping from the 
watered cork. He was my best-trained 
spider — alasl Vou can avert such 

Following these simple directions 
any teacher may raise spiders in most 
anv classroom situation for leisinal 

and informative study. 

* * * 

♦ 800 sport, recreation and athletic 
films are reviewed and sources given 
in the new Sports Film Guide now 
available. Send 50c in stamps or 
coin to Sports Film Guide, 812 N. 
Dearborn, Chicago 10. 



NO. 354, 790 FT., COLOR, SOUND, 22 MINUTES, PRICE $130.00 

The film was made at the request and with the cooperation of the two 
honorary educational fraternities PHI DELTA KAPPA and PI LAMBDA 
THETA to meet the need for a strong, appealing film on teaching. 

Mary Dean feels the challenge and thrill of work with children 
and the film vividly expresses the joy a fine teacher feels in her work. 
Mary has that quality in everything she says and does that brings 
out the desire to learn in a pupil. The film concerns children and has 
the charm of children. The story is interesting and delightful as it 
shows Mary's life at school, at home and with her friends. 

The film was produced for three educational levels. 


BOX 565 


The film it about children ond on excellent film for children. If encourages in 
children on understanding of their teacher ond their school. 


The film present! 

life of an attractive, outstanding teacher and gives her 

relationship with her pupils, her admintstrators, her friends and the cammunily, 


The film presents many teaching situations in a doss room, on the playground 
and on o field trip. It shows acceptable methods and procedures in the elemen- 
tory school and excels in showing how o teacher con interest children, 
challenge their thinking, provide worthwhile experiences ond guide them. It is 
voluoble OS a study in child behovior, child psychology, etc. 


New A-V Materials: 

(continued from page 30) 
of missions that is found in Cali- 
fornia along what was the King's 
High wax, which grew from old In- 
dian trails, and which is todav U.S. 
Highway 101. The film is a tour of 
these missions with narration sup- 
plying historical data and wea\ing 
points of interest into a good con- 
California Cling Peaches— (20 min.) 

Soinid. Color. Free Loan. W. E. 


Jr Sr HS, College, Adult; Home 

Econ., Nutrition, Cooking Classes. 

• Produced by W . A. Palmer & Co., 
for Cling Peach Ad\ isory Board of 
Cialilornia in collaboration with Cal- 
ifornia Food Research Institute, the 
film opens with scenes of California's 
famous cling peach orchards. Mod- 
ern canning and processing methods 
are fully explained. Concluding ten 
minutes is devoted to a visual dem- 
onstration of cling peach food com- 
binations and recipes. Folders con- 
taining featured recipes accompany 
film if requested. 


Football Instruction Series— (4 films) 

Sound, B&W and Color. .Apply 

for Price. Gallagher. 

/)■ Sr HS, College, Adult; Phy. Ed., 

Health, Sports. 

Combines slow-motion scenes of 
actual collegiate and professional 
games with animated charts and 
diagrams to provide instruction in 
many of the fundamentals of the 
game. Titles: The T Formation 
(Part \-Basic T Plays; Part 2-Open 
T Plays: sound-color): Defensive 
Football (B&W-sound); Offensive 
Football (B&W-sound). 

Football Champions in Action Series 

(7 films) ; B&W & Color, Sound 
k Silent. Apply for Price. Gal- 

Intermed, Jr Sr HS, College, 
Adult; Phy. Ed., Health, Sports. 

• Close-ups and different angle shots 
of both professional and collegiate 
teams in action in real games. Ex- 
cellent for team training and gen- 
eral entertainment. Titles: Packer 
Hi-Lites of 1946 (color-sound, 28 
min) , Champions (color-sound 28 
min) , Packers vs. Chicago Bears 

(color-silent 35 min) , Packers vs. 
Chicago Cardinals (color-silent 35 
min). College Hi-Lites of 1945 (B&AV- 



Sound 10 min) , College Hi-Lites of 

1946 (B&W-Sound min). Chicago 
Bears vs. Xeu- York Giants (B&\\" 
Sound 10 min) . 

1947 Davis Cup Tennis Matches— 

(20 min) B&W Sound: Rental. 
S2.50 per dav. .\m. Film Sen ices. 
Jr, Sr HS, College. Adult; Phy. 
Ed., Clubs. 

• Slow motion shots of the 1947 
Davis Cup Challenge Round at For- 
est Hills. Long Island. Filmed 
through the courtesv of the U.S. 
Lawn Tennis .Association, the pic- 
tures show both .Australian and U.S. 
tennis stars in action. 


Our .American Heritage Series— (6 
hlmstripS) Bi;\\'. 519.30 per set. 
including Teachers Guide and file 
box. Reader's Digest. 
Jr Sr HS; Social Studies, English. 

• Sf>onsored and distributed bv the 
Reader's Digest, this series of six 
filmstrips was developed bv a dis- 
tinguished advisorv board of editors 
headed b\ Marquis James, noted 
historian. The strips are composed 
of vivid historical drawings, photo- 
graphs, pictographs. cartoons and 
effective text frames, illuminating 
the origin and growth of free institu- 
tions in the United States. Titles: 
The Birth cf Our Freedom, Free- 
dom's Foundation, Freedom's Prog- 
ress, Freedom Today, The Vocabu- 
lary of Freedom, and The Literature 
of Freedom. 

Intermediate Science Series— (9 film- 
strips) Color; $33.50 per set. Char- 
ter Oak. 
Intermed. Grades., Jr HS; Gen. Sci. 

• Produced under the siif>er\'ision of 
-Anna M. Greve, Head of the Ele- 
mentary- Science Dept.. Brfjnx\ille 
Pub. .Schools, N.Y., this series pre- 
sents areas of science information 
difficult for pupils to experienre di- 
rectly. Titles: What Is the Sky, How 
Our Earth Began, About Cur Earth. 
Our Earth Is Moving, Our Changing 
Earth, The Beginnings of Life, Ani- 
mals of Long Ago, Man of Long 
Ago. and Parts of a Flowering Plant. 

Pictoreels Literature Series — (12 

filmstrips and 12 2 \ 2 slide sets) : 

Color: complete set of strips. S9.75: 

complete slides, SI 5.75. Pictorial. 

Intermed, Jr HS: Eng. Lit., His. 

' New in conception and treatment. 

these productions offer students the 

opportunitv of visualizing fjeriod 

NOW- Coronet instructional Films 
Offer Country-Wide Rental Service 

All Coronet Instructional Films — the world's largest library of new 16 m.m. 
educational films in sound, motion and black-and-white or color — are 
now available at nominal rental charges. The country's leading film 
outlets stand ready to service your rental requests. 


i 1-.:- r. DiT 

l^. of .\risoaa ; TucaoB 

KeUdsas. Stale Teacbcn 


Dcji. o! Public 

Collrgr: Coa«aT 

Dii. of Vu4:«tioiul EducalioB. State Dcp'l. of 

E4iur4:ioD; Lilile Ro<>k 


Idp&l Piclutt* Corp.: Lt.« Anfrit*. 3 
Eitenrion Dit.. L'. of California: Brrkelcv 
Es'.m^ion Dtv., L*. of CaUfoi&i*: Lo« Asfelet 


LUi'-jn-R'^d VUu»l Senric*; Denver, 2 
ldc-»I Pictjre-- Corp.: Drorer, 2 
LilrQ>i<jS Dn.. L'. of Colorado; Boaldef 


Pit \ V.r^ Scrrice; Ciccaoich 


lUrAl P;>-:.^tcr9 Corp.; Miami 
?:r\rii!' Picturt*. Inc.; Miuat. 38 


A '^(iio- Visual EUfucatios Serrirc. St«ie Drp't. 
wf Education : Atlanta. 3 
Ideal Pirtum Corp.; Atlanta 
5t«vcn» Picture*. Inc.: Atlanta. 3 
Exicn^ioD Div.. L'. of Ceorpa: Atlanta 


Ice^t P.c:ure3 Corp.; Chicago 

\ i-'.«i Aid» Scrtice. U. of lllinul*: Chanapaifn 


l-ili:^ Ceoicr. Indiana U.: Bloomingtott 
Ideal Piciutea Corp.; lodianapcli» 


Ei!(c>ion Div., U. of Iowa; loaa Cit; 


t itr'-xr; DiT., U- of kan<>a5: Lawrence 


iladd<^n Htr= Serrice; Louircille 
Eiirn-'ioa OiT., U. of Kmtack; : Lrxincloa 


Ideal Pictures Corp.; New Orleass. 1- 
Ja*per E^-inp A ^ocs: New Orleans. 12 


Ideal Picture* Corp.; Bo*iob 
Ve^co Film Library: Boston. 16 
Vi*aal Aid* Service, Boston IT-: B<»lon 


Loeke Film Library: Kalariazoo. 8 
EztensicD Dit.. U. of Michiftn ; .Ktrn ^rbor 


Elliott Film Co.: Minneapoli*, 2 
Ideal Picrjre* Corp.: MinDeapoli$ 
Li't^r^-T r>ii.. U. of MisBesola: Minneapolii 


Ja»re.- E*:Qg & Sons; JackK>n. 2 


Idf^al Piciurea Corp.; Kansa" Citr 
Swank Motion Pictures. Inc.: St. Louiv. 5 
Eiien^ion Dir., U. of 3Ji«soari: Colaiabia 


Dr; ':. of Vi»ual Edueatioa. State Dep't. of 
Ed -f*:ion; Helena 


KiTrr:-.i= it':\.. L. of Neb*m»ka; Lincoln 


^:a:-^ M.^'.r- T :eBtoa 


Academy of Science:-: Buffalo 

Educational Fil=E Library, Syracu»c L'.: Syra- 

cj*e. 10 

Ber:ra= U;;- it- > P :jre»; N.Y.. 19 


Estenuoa biv.. L. of .North Carolina: Chapel 


>itm and Slide Eacbanfe. State Dep't. of 

Education ; Colombut 

SuDra> Fil:=^. Inc.; Cleveland, 4 

TwT — an Filrs*. Inc.;0aytoa 


Kiikpairick. inc.; TuUa. 5 

Extes.«lon DtT.. U. of Uklahoma; Norman 


Idril Picijre* Corp.: Portland. 5 

\ ;?-iI Ir:»Tn.ction Service, Sute C«lleee: Cor- 


i..:z. L.-:-;.. ^■.■tir Trarbcrs C«llcte: Indiana 
PCW Film Library. Peno. College for WcHuea; 


Ei:en-icc Di>.. P-t>r. Slate College ; Stat' 



Ei:e:i_-;c2 DW,. L'. of Sooth Carolina; Colum- 


Ideal Pictures Corp.; Metnpfas*. 3 
EiieQ«kiD DiT.. U- of Trnncaaee: KooxTille 


Dep't. of Radio & Vis- Educ. Sute Dcp"u of 

EdacatioD : Aastin 

Ideal Picture* Corp.; Dallas. I 

Visual Education. Inc.; Austin 

EitennoD DIt., L'. of Tesa.«: .\u«tin 


B'jreas of Audio- Vt»ual Ed oration. Brigham 

Yoanp C. : ProTO 

Ideal Pirtr:re9 Corp.; Salt Lake Ciry. 1 


Bureaa of Tearhini; MaierialB. Stale Dep't. of 

Edacatjon: Richmond 

Capitol Pila A Radio Co.: Richmoad. 20 

Ideal PirT :r" C-^rp.; Richnoad. 19 


Exte:is->:i D:>. State Cellecc; Pultmaa 


PhnTcar: V:*;al Serriee; Milwaakee. 3 
Extcafirc V-.t.. L*. of Tucoasa; 3fadi«oa 



»3 J-:2C 



costumes, architeaure and manners, 
as well as the pageantn.' and adven- 
ture of the stories themselves. Titles: 
Ivanhoe, Treasure Island, Three 
Musketeers, Rip Van Winkle, Rob- 
inson Crusoe, .-ilife in Wovderlc.nd. 
.i Christmas Carol, King Arthur, 
.-ili Baba and 40 Thieves, Robin 
Hood, Moby Dtck. and The Odyssey. 

Stors-Time Picture Tales— 15 film- 
strips, 375 frames, Color, SS3.00 
each, $29.75, set. Curriculum 
Films. Inc.: J. Handv, distributor. 

Primary, Eng., Lang. Arts, Read- 

ing Readiness. 
• Each storv is a children's favorite, 
adapted b^ Florence Matthews 
Tchaika. For supplementar\ reading 
in primarv grades, the stories in- 
clude: 1) "The .\nimal Musicians." 
2) "Change .\bout,' 3) "Cinder- 
ella," 4) "The Fisherman's Wife," 
6) "Jack and the Bean Stalk," 7) 
"Lazv Jack." 8) '.Mr. \'inegar." 9) 
"Peter Rabbit." 10) "The Pied Pi- 
per." 11) 'Puss in Boots," 12) "Rum- 
pelstiltskin," 13) "The Three Billv 
Goats Gruff," 14) "Thumelina," 
and 15) "The Ugly Duckling." 

N O ^■ E M B E R • 19 4 7 




on the Best 16mni 

tducational . . . Entertaining! 

Foitiftotin^ t'udi«s of the beou- 
tifiil ond Itie itronge in the 
wo'ld of nolure. One reel eoch. 
liil Price: $25.00 eoch. 








Awlhentic dramorizolions, rich in 
humon voluei, of the great land- 
mafkj in Amefico's growth. Two 
feeiitjch li if Price: S90.00eoch. 



Available at leading film Libraries. 
Write for FREE catalog to Depl. 


115 W. 4Sth St., New York 19, N. T. 


Released by 

Also Available in 



Send for our latest catalog 
of MAJOR COMPANY features, 
serials and short subjects. 
Exclusive 16mm Distributors 



729 Seventh Avenue. NewVortt I9.N.Y. 

Documenting Nature 

( C. O N I I M F D FROM PAGE 17 ) 

The kodachroinc collection of 
slides nearly conijjleteh accompanies 
ihe first five of the six records, on.N 
color photographs of the whippoor- 
w ill. the olivesidc flycatcher, the pine 
warbler, the western meadow lark, 
(he lark sparrow, the chachalaca aie 
omitted. In spite of the difficulties 
of working with film particularlv 
sensitive to light and shadow and 
with telephoto lens, the birds are 
photographed with high accuracy. 

Proof of the value of the record- 
ings and photographs are foimd in 
student reactions such as noted by 
Thomas H. Knepp. biology in- 
structor, Stroudsburg High School, 
Stroudsburg, PennsUvania, who has 
used these materials. He says: "The 
pictures show how well mother na- 
ture has blended the birds' colors 
with their habitat. .-Mso we learn 
about birds that aren't in the local 
state or the part of the country. One 
can compare them with birds that 
li\e near at hand." 

Numerous wavs of using the ma- 
terials come to mind. An ob\ious 
advantage is being able to repeat the 
bird's song performance at will. .\s 
a means of stimulating interest in 
ornithology, these materials should 
prove invaluable. Personal experi- 
ences of the teacher, research by the 
student, selections from .\lbert R. 
Brand's ".Sonss of \\'ild Birds " and 
"More Songs of Wild Birds, ' all 
would prove of high value during 
the first showing of the slides. Fre- 
fjuent references to both the records 
and slides at subsequent occasions, 
for instance, after or before field 
nips, would add to the permanence 
()[ the knowledge. Bird calendars, 
ir.odels, pictures, and exhibits will 
lake on new significance. 

Best results are obtained if the 
records are a\ailable to students out- 
side the regular class periods. Those 
who are especially interested in 
learning bird songs may make ar- 
rangements to hear them during 
cxtra-curricidar periods or after 

Ingenious methods of testing mav 
he used. One must be carefid in 
Using the records not to dampen 
(licir ready interest by presentation 

•.Mien, .\. A. and Kellogg. P. P.. Recent Oh- 
^m^alions on the Ivory-Bitled Woodpecker, The 
.Auk. July. 1937. Page5 164-184. 

.Allen. .\. A., Hunting }\'ith a Microphone the 
Voices ot Vaniihing Birds, National Geographic, 
J.ii-e. 19S7. 71: 696-723. 

ol loo much material at one time. 
However, as Mr. Knepp states, 
" These recordings and slides have a 
place in anv school room, and have 
jiisi as much value in elementary 
schools as in those of secondarv 

From the drumming of the grouse 
lo the chatter of the wren, the 
"Xorth .\merican Bird Songs" album 
of six records and its accompanxing 
slides offer a new and valuable ex- 
perience \ia the audio-Aisual tech- 

* * * 

Television in School 

( C O .N T I .M E D FROM P .\ G E 23) 

insert a bit of grit between the tight- 
ly closed shells of that bivahe we 
call a student. But only the student 
himself can produce the pearl. 

And. I imagine, the qualitv of the 
pearl will still depend first on the 
quality of the o\ster, then on the grit 
at its center. That latter is our prob- 
lem. How good is the stimulant- 
irritant we can produce todav? How 
appropriate is it to the needs, let us 
say, of nearh a million young oysters 
in the schools of Xew York City 

Considering all that we have to 
learn about educational program- 
ming before were read\ to in\ ite all 
the superintendents of all the schools 
into the receiver room, perhaps it's 
just as well that we can't get hold of 

classroom recei\ers for another year! 

* * * 

Teacher Training 


This experience should prove of 
great \alue to them. 

Throughout the principles and 
methods course, an attempt was 
made to show the relation of audio- 
\ isual materials to the total teaching 
process. Especialh was this true 
when students were working on the 
preparation of teaching units in 
their various fields. A consideration 
oi what materials could t»e used and 
at what time thev should come was 

One of the chief difficulties en- 
countered was to fit into the lim- 
ited time all the activities of the 
unit, ^\'hile a large number were 
carried on outside the regularly- 
scheduled class hours, Ijetween three 
and four weeks was necessar\ to com- 
plete the work. The results achieved 
appear to be fully worth the time. 




♦ All Coronet Insi rl c i ion al 
Films, including ne\\- releases in 
sound, motion and color or black 
and \\hite, are now available on a 
rental basis, it has been announced 
recenth. Film outlets throughout 
the country are ready to fill the 
rental requests of schools, churches, 
studv groups or indi\iduals who 
wish to obtain Coronet Instructional 
Films for home showing. 

47.000 Hear School Broadcasts 

♦ 1 he Minnesota School of the Air 
broadcast bv KUO.M. the L'ni\ersit\ 
of Minnesota Station, has completed 
its ninth vear with a schedide of 
sixteen programs a week designed 
for in-school listening. Recent sur- 
\evs indicate an average in-school 
listening audience of 47,000 students 
each week in Minnesota and Wis- 
consin, with scattered response from 
Iowa and the Dakotas. Directed h\ 
Bettv Thomas Girling and imder 
the careful super^"ision of adminis- 
trators, supervisors and teacher com- 
mittees, program series have been 

|>lunned on all grade levels Ironi 
kindergarten through senior high 
sch<x)l. Subject matter is correlated 

as far as possible with 5tud\ plai.s. 

( ir Films Appoints MacArthur 

♦ Ihe apjx>intment of Edwi.n H. 
M.\cArthir as Manager of Educa- 
tional Sales has just been announc- 
ed h\ James M. Franev. president 
of UNtrKD Woru) Films. 

For sixteen years MacArthiu- has 
been with the Charles E. Merrill 
Co.. Inc., as Educational Sales 
Representative. Divisional Manager. 
.Assistant Sales Manager, and .Assis- 
tant to the President. Prior to this 
he worked in schools in various 
parts of the country for Ginn and 

Hoefter Sets I'p Distribution 

♦ P.\LL Hoefler. widelv known 
explorer, author, lecturer and pro- 
ducer of educational films, has set 
up his own distributing organization 
as a division of Paul Hoefler Produc- 
tions for the marketing of his pic- 
tures in the audio-visual field. An 
energetic advertising and selling 
campaign has been planned to mer- 
chandise his most recent productions. 

including two one-reel teadiing fdms 
on the tuna fishing and tuna pack- 
ing industries. 

\eu' Table Model Victrola 

♦ A new table model \'ictrola. 
specially designed for schools and 
offering for the first time cons<jle- 
insirument performance in a repro- 
tlucer of table model proportions, 
has been announced bv W. H. 
Knowles. General Manager of the 
RC.\ \icTOR Educational Sales De- 

"This New X'ictrola Classroom 
Senior Model has been designed to 
provide school classrooms ivith a 
phonograph tailored to their spe- 
cific neecb." Mr. Knowles said. "It 
provides schools with the finest in 
music reproduction, an activity 
which reaches back to 1911 when 
this company pioneered in music 
appreciation in scIkxjIs. This latest 
development makes it possible for 
educators to replace outworn prewar 
phonographs with a low cost special- 
ized instrument with high qualitv 
reproduction such as has never be- 
fore been obtainable in a table mod- 
el phonograph." 


• ►HO 







DEATH VALLEY. From the barren wastes surround- 
ing Bad Water the lowest point in tha Western Hemi- 
sphere t across bleak deserts and up through canyons cf 
kaleidoscopic beauty, West-View brings you the true feeLnj 
and color cf D=alh Valley. Zabriskie Point, the famous 20- 
Mule T:am Canyon, the interior of the Borax Mines. Dantes 
View, the Goidan Canyon and Artist's Orive are among the 
outstanding points covered in this slide tour. 

SCOTTY'S CASTL£. One of the most fabulous spots 
in the world where two desen--»-ise partners built themselves 
a 2^2 miUion dollar home — an oasis of artzhitectural grandeur 
in the desert wastes cf Death Vallej-. The interior of Scotty's 
Castle with its lavish furnishings and unique architectxire 
is shown in all its full radiant ct^or in this, the only set cf 
Kodachrome shdes ever made cf the interior and presented 
exclusively by West-View, 

Free txanttaaiioa — No Obltgtjt'.oa 

THESE SLIDE TOURS, the first of a series being pre- 
pared by West-View were made through co-operation with 
Frasher's Inc.. ofiSciaJ photographers of Death Valley and 
Scotty's Castle, and have been acclaimed from coast to coast 
as ,the finest Kodachrome slide -sets ever released. You are 
invited to examine these sets without obhgation — tp judge 
for yourself the quahtj* of the new West -View Kodachrome 
Slide Tours. 

Through West- View's Visual Education Service ycu ar^ 
invited to examine these and other West-View Kod achr ome 
Slide Tours on approval. Fill out and mail coupon today 
and these first two slide tours will be sent to you at onre 
on approval. You are under no obligaticn. 


1523 Montana Ave., Santa Monica, Calrf. 

Plecie -eg j*e- -y rcfie in 'he Wes*-V;ew V1si*qI Educo?ioa Service 
end send ne the Death Votley and Scotty's Castle Slide Toors 
on opprovol. 
Nome — 

N O \ E M B E R 

19 4 7 


Audio-Visual Booi^ Report • 

Foundations for Teacher Education 
in Audio-Visual Instruction by 
Elizabeth Goudy Noel and J. Paul 
Leonard, Series II - Motion Pic- 
tures in Eilucation — Number 9 
X'olunie XI, June, 1947; American 
Council on Education. 744 Jack- 
son Place, Washington 6. D.C. 7n, 
60 pages. 
• This is an unusual and forward- 
looking dissertation concerning the 
responsibilities of teacher-training 
and in-service training agencies for 
the establishment of knowledges and 
understandings, skills and abilities, 
which nuist be included in the basic 
experience and understanding of 
the teacher who today is to take her 
place skillfully and etfectively in the 
modern classroom. 

Very completely worked out and 


^Ite I lew L/icf( 






See Us for Further 
Details and Demonstration 



S0S8 Sunset Blvd., Hollywood 28, Calif 
Phone: HO-8343 

growing out of the coordinated ex- 
periences of key professional jjer- 
sonnel of the California State 
Department of Public Instruction, 
California teacher-training agencies: 
college, supervisory, administrative, 
classroom teacher groups concerned 
with public education in California, 
this treatise on recommended mini- 
mum audio-visual teaching informa- 
tion will be of interest to persons 
engaged in teacher-training activities 
and in-service training programs. 
The report looks forward to the 
more efficient teaching performance 
of educational staffs. 

Examples, completely worked-oiit, 
of typical approaches to the presenta- 
tion of content necessary for meeting 
teaching requirements are presented 
as specimens. 

Tvpical, again, of the thorough 
research approach exercised by Mrs. 
Elizabeth Goudy Noel and [. Paul 
Leonard, this .American Council on 
Education Studies contribution to 
I he literature on audio-visual educa- 
tion is as forward-looking a docu- 
ment on teacher competence in 
methods of audio-visual instruction 
as can be obtained. .\ "must" in 
every professional library.— w. a. w. 

"Audio-Visual Aids in the Armed 
Services" b\ John R. Miles and 
Charles R. Spain— American Coun- 
cil on Education, Washington, 
D.C, 1947-^1.25, 96 pages. " 
• .\ very practical approach to, first, 
a description of the training tech- 
niques, the materials, the luilization 
and distribution considerations, is 
supplemented by an extremely effec- 
tive chapter on implications for 
civilian education. Beginning with 
detailed descriptions of specific ma- 
terials used in accomplishing the 
training objectives, Chapter 1\' con- 
cludes with a survey of training aids 
research in brief form, applving to 
films, filmstrips, special techniques 
in using visual aids, and notably an 
opinion by instructors and trainees, 
which is subjective, yet valuable. 

The final chajjter on implications 
for educational use is a challenge to 
directors of audio-visual instruction 
and teachers who are seeking to re- 

evaluate and estimate the efi:ecti\e- 
ness of their currently-used teaching 
methods. Certainh, an entirels 
worth-while experience in self-evalu- 
ation is included in Chapter \' alone, 
in addition to the fascinating de- 
scriptive account of the spectacularlv 
successful aiidio-\ isual aids program 
in the armed services. 

♦ * * 

SVE Announces Catalog 

♦ The complete line ol projector 
models and projection accessories 
manufactured and distributed bv the 
Sociirr^ FOR \isual Edi cation, Lnc. 
is now catalogued in one loldei and 
is available on request from S\T 
offices at 100 E. Ohio St., Chicago, 
111. This new folder was especialh 
designed to meet the reference needs 
ol schools, churches, homes, and 

Of particidar value lo jjrojcction- 
ists is the chart included in the 
folder which gives the approximate 
size of screen images obtained in 
35mm single and double-frame sizes 
with lenses of different focal length 
used at \arious distances from the 



ana c:Um(: 


A manual on the use of 
audio-visual materials in 
informal education. 

By L. Harry Strauss 
and J. R. Kidd 

Here's how it's done. In detailed, ex- 
perience-based chapters, two leaders 
show how to use audio-visual mate- 
rials in group education. 

Written for both professional and vol- 
unteer workers, this manual suggests 
how to apply these aids to your pro- 
gram, how to make the most effective 
use of new methods in schools, 
churches. Y's, social and community 
organizations, and in adult education. 
Sources of material and equipment 
with criteria for its selection are listed; 
also, suggestions on administering 
program, producing films, etc. Si. 50 

of your bookstore or 
347 Madison Avenue 
New York 17, N. Y. 

— ..ArSdociation J reSA 


Speeds Instruction, 

Helps Learning, 

Lightens Teaching Loads 


Ui " ■ '1 'As'" ■ ■ S • " n 

\Mien U. S. education was in its infancy, stu- 
dents had few textbooks, no photographic illus- 
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beyond their own communities. 

Today the whole world . . . and the wealth of 
the world's learning . . . come into the classroom 
in sight and sound — through Filmosound. In to- 
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Fihnosound-projected 16mm motion pictures, 
both sound and sflent, are assisting thotisands 


Write today for illustrated literature to Bell & Howell Compan;. 

T1S4 AlcCormick Road, Chicago 45. Branches in S'ew York, 

Hollywood, Washington, D. C. and London, 

of teachers to instruct effecti%-ely the largest 
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Research studies have proved that motion pic- 
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The nation's leading schools and colleges 
have long preferred Filmosound. precision-built 
by the engineers of the famous Bell &: Howell 
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Slidefllms in the Kit— 

1. Why Study Physics 

2. Matter 

3. The Structure of Matter 

4. Effects of Molecular Motion 

5. Molecular Forces in Matter 

6. Molecular Forces in Liquids 


Ask about our order-on-approval plan. 

^^Matter and Molecules 


This kit has been prepared as visual teaching material for the high 
school physics course. It has been classroom-tested. In these studies 
of matter and molecules, the student is given an understanding of the 
properties and structure of matter, the kinetic theory, and molecular 
forces. Each film is organized into lessons which include applications 
of principles, summary, and review questions. Designed to encourage 
class participation, the films refer to the everyday experiences of, 
the student. 

Also available in the Air Age Physics series is the film kit "Fluids.' 
"Fluids" consists of 13 discussional slidefilms with 1,042 lighted 
pictures, in any size you want them. These two kits will help the 
instructor in teochmg — and the student in learning — physics. 

• • • 

These films may be purchased through our nationwide distributor organization. 


THE JAM HANDY ORGANIZATION, 2821 East Grand Blvd., Delrail II, Michigan 

Pleose enter our order for ttie slidefilm kit-set "Motter and Molecules." Q For single film No._ 

Please send catalog of ottier slidefilms and moving pictures. O 

We also would like information concerning ottier slidefilm kits in the Air Age Physics series. r~: 

Name Position. 





.Price $4.50. 


Prices f.o.b. Detroit — sub/ecf to change without notice,- a/so subject to slate sales lax. 





See § Hear 


■!ji^«js«r^6Jt<»^'5:^ v-mnsesim^ 





i 5 194L 

cemfrer * 1947 




/Wt^ A l*mni SOUND 




Matching the intense demands on teaching toda^', the new 
Victor "Lite-Weight" makes possible the unlimited benefits of 
visual education for each classroom. Its more convenient 
portability (only 33 lbs.) — its new operating simplicity — its price 
of $375.00 and its amazing compact design, make the Victor 
"Lite-Weight" the greatest 16mm teaching advancement 
of the year. And, remember, Victor projectors are backed by a 
service organization without parallel the world over. Ask 
for a demonstration from 3'our local Victor headquarters or 
write for your copy of the Victor "Lite- Weight" booklet today 


Depf. Z4. Home Office and Factory: Davenport, Iowa 

New York • Chicago • Distributors Throughout the World 


and the Victor "Triumph 60" for 
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IN 16MM 


Nowhere can you find more 
charming, more entertaining, 
more suitable film fare for 
school audiences of all ages 
and interests than these 
favorite Deanna Durbin fea- 
tures. They have enjoyed a 
popularity unequalled by any 
other group of films. 

Termed by a leading Visual Aid 
publication, "Invariably clean, pleas- 
ant, intensely human, and enhanced 
with fine music. Teen-agers as well as 
oldsters are captivated by the series." 
A reprint of this article is available 
upon request. 

These eight great films and an incom- 
parable host of others, educational and 
religious, as uell as recreational, draun 
^ from the world's finest productions, are ^ 
acaUable to you through your local 
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konER AuiRiGHT, MoUoH Picture Associttlion 
Lester Anderson, University of Minnesota 
\'. C. Arnspicer, I'.nc\rlopnedin liritannicn I'ihns, Inc. 
Lester F. Beck, University of O^ennn 
Esther Berg, New York City Public Schools 
Camilla Best. S'eiv Orleans Public Schools 
Charles M. Boesel, Milwaukee Country Day School 
Joseph K. Boltz, Citizenshif) Education Study, Detroit 
Floyde E. Brooker, U.S. Office of Education 
I AMES W. Brown, Virginia State Dept. of Education 
Robert H. Burgert, San Diego City Schools 
Miss J. Margaret Carier, National Film Board 
Lee \V. Cochran, University of Iowa 
Siei'HEN M. Corey, University of Chicago 
C R. Crakes. Educational Consultant. Del'ry Corp. 
\mo DeBernardis. Portland Public Schools 
Joseph E. Dickman. Encyclofmedia Britannica Films 
Dean E. Douglass. Educational Dept., RCA 
lli.NRY DuRR, Virginia State Department of Education 
Glen G. Eye, University of iri.sro7i.sin 
Leslie Erye, Cleveland Public Schools 
Lowell P. Goodrich. Supt.. Milwaukee Schools 
William M. Gregory, Western lieseme University 
|oiiN L. Ha.milton, Film Officer, British Information Sen'ict 
Ruth A. Hamilton. Omaha Public Schools 
O. .\. Hankammer, Kansas State Teachers College 
W. H. Hartley, Towson State Teachers College, Maryland 
|onN R. Hedges. University of Iowa 
\ iRi.ii. E. Herrick. Uttiversily of Chicago 
Henry H. Hill. President, George Peabody College 

CiiARLF-S HoFF, University of Omaha 

B. F. Holland, University of Texas 

Walter E. Johnson, Society for Visual Education, Inc. 

Wanda Wheeler Johnston. Knoxville Public Schools 

Herold L. Kooser, Iowa State College 

.Abraham Krasker, Boston University 

L. C. Larson, Indiana University 

Gordon N. Mackenzie. Teachers College, Columbia Univ. 

Harold B. McCarty, Director WHA, University of Wisconsin 

Bert McClelland, Victor .4nimatograph Corporation 

Charles P. McInnis. Columbia (S.C.) Public Schools 

Edgar L. Morphet, Florida State Dept. of Education 

Ervtne N. Nelsen, The Ampro Corporation 

Elizabeth Goudy Noel. Radio Consultant, California 

Francis Noel, California State Department of Education 

Hfjjbert Olander, University of Pittsburgh 

Boyd B. Rakestraw, Uriiversity of California, Berkeley 

C. R. Reagan, Film Council of America 
Don C. Rogers, Chicago Public Schools 

W. E. Rosenstengel, University of North Carolina 
W. T. Rowland, Lexington, Kentucky, Public Schools 
OsfL\R E. .Sams, Jr.. Encyctojiacdia Britannica Films 
E. E. Sechriest, Birmingham Public Schools 
Harold Spears, New Jersey State Teachers College 
.Arthur Stenius, Detroit Public Schools 
Ernest Tiemann, Pueblo Junior College 
Orlin D. Trapp, Waukegan Public Schools 
KiNGSLEY Trenholme, Portland (Oregon) Schools 
Lelia Trolincer, University of Colorado 
Paul Wendt, University of Minnesota 

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service and in private homes all over the world. 

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19 4 7 

See § Hear 


New Materials Available G 

See S; Hear Ncwsl.cilcr 9 

Clhristmas Ideas Willi liliiis: h\ Mrs. 
Ruby Niebauer II 

Materials for Christmas VI 

Interpretation of Christmas: by a 
Churrli Committee I ;i 

I FiKlit for I'cate — With I'ilnis: h\ 
Charles (,. Spiegler 11 

Report on Educational Recoidings: 
Part I of a 2-Purt Sunrv 16 

TllK Tablkr Si'RVEv: A Major A-V Na- 
tional Study — Part 1 17 

Projectors on \Vheels: An Idea Feature 
by Victor H. Schmitt 21 

Radio— Omaha Pattern: by Mary Pale 
Steele ■ 22 

Audio-Visual Prograin Standards: Parts 
III & /r of a National Cotninittee 
Report 26 

\udio-Visual Center for Teacher 
I lainees by Louis Slock 28 

Correlating Education Films A\ itli the 
Course of Studv fov Donald /.. Kruz- 
ner '. . .' 30 

For \our Faculty Meetings: by Evelyn 
Kralman 34 


Earl M. Hale, President O. H. Coelln, Jr., Publislier 

Walter A. Wittich, Editor John Guy Fowlkes, Editor 

VViliiain Ball, Art Director Martin Simmons, Circulation 

New York Office: 

501 West 113th Street, 

Los Angeles Office: 

3418 Gardenside Lane, 

Robert Seymour, Jr., Eastern Mgr. Edmund Kerr, Western Mgr. 

Issut* 4 of X'olunu- 3 published December. 1947. at 812 .Norlli Dcirborn Street. Chicago 10. b\ .\iidio- 
V'isual Publications. Inc. Trade Mark Registered U. S. Patent Ofhce. lintire Contents CopvriRht 1947. 
Inlemational Rights Reserved- .'\pplication for second class matter pending at the Post Office. Chicago, 
Illinois. By subscription: §3.00 for the school year; foreign $3.50. Address all advertising and subscrip. 
tion requests to the Office of Publication in Chicago, Illinois. 

THE recent ajjpoiiiiiueiu of Mr. 
Earl Hale, tounder and presi- 
dent of this publication, to the 
highest educational connnittee in 
his home state, has been announced 
b\ Governor Oscar Rennebohm of 
Wisconsin. His nomination to the 
top ad\isory bod) in Wisconsin edu- 
cational circles follows Mr. Hale's 
diligent labors as chairman of the 
educational committee of the Wis- 
consin State Chanibei' of Commerce. 
Recent past president of the Na- 
tional School Service Institute and 
active nationally also in the Text- 
book Publishers group of which he 
is a member, Mr. Hale has set a 
notable example of jjublic service to 

See & Hears entire stall joins 
with our nationwide reader family 
in a sincere tribute to this .self-made 
business leader who has gi\en so 
freely of his time and energies to 
ward a cause so important to oui 
state and national welfare. 

To him and to all of \(ni~Merry 
Cliristmas atid a Ha[)p\ and Peace- 
ful New Year! 
From the Editors and — OHC 






Of the eleven subjects (in the classification of Peoples and Lands of the 
World) recognized at the 1947 Chicago Films of the World Festival as "the 
best documentary, informational, and factual films produced throughout the 

The titles, BREAD AND WINE and CHILDREN OF RUSSIA were selected as 
TWO of the SIX subjects chosen for the public showing October 25. Two 
among the five titles designated by the judges for honorable mention. 

Another International Film Foundation production, BOUNDARY LINES, was 

one of the six films selected by the Chicago judges in the international in- 
terdependence classification. 

Julien Bryan and his International Film Foundation staff have accepted this 
QUALITY FILMS "to promote better understanding between peoples of 
different nations, races, and religions." 


International Film Foundation 


NEW YORK 19, N.Y. 


" -^ . ♦ - 


ThfJVeu) RCA Victrola 
ela:$$room phonograph 

# - 


. . . with the matchless 
tone of the 

xlerp'ii an ontirelv new and superb stanrlarfl of 
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works of the world's great artists. 

The Senior Model ( 66 ED ) is especially designed 
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cconouiv and durability. 

This classroom Victrola plays 12-inch or 10-inch 
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•Viclrnla -T. M. Rep. U. S. Pal. OIT. 



Finest tone system 
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ter. Separate bass and treble tone control- l)ring 
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holes for convenience in carrying. 

Write for descriptive literature on the RCA 
Victrola for the classroom and the RCA Victor 
Record Library for Elementary Schools. 



for Elementary Schools 

• 21 Albums • 83 Records 
• 370 Compositions 

For classroom use in such activities as Listening 
Rhyllnns . . . Singing . . . Folk Songs 
Christmas Songs . . . Singing Games . . . Indian Music 
Rhvthm Bands 

Patriotic Songs 


19 4 7 


to You ng 
Arithmetic Te 

Parts of Nine — Serves 
as a natural sequel to 
What Is Four. Develops 
the meaning of the 
number 9 through ex- 
perience situations and 
the use of concrete ma- 
terial involved In pre- 
paring for a birthdoy 
party. For Primary 




aching Films 

The Meoning of Per- 
centage — Relates the 
meaning of percentoge 
to hundredths both os 
fractions and os deci- 
mals. The meaning of 
common percentages is 
developed ond related 
to social situations. For 
Grades 5-7. 

Parts of Things — De- 
velops the meanings of 
one-half and one-fourth 
of single things, as in- 
troduction to concept of 
fractions. Abstract ob- 
jects are carefully ex- 
plained in relation to 
real things. For Grades 

niio 5-" 

M 13 - 

M 12 •• 

I The Teen Numbers — 
Develops the meoning 
of the place volue of 
the teen numbers. Con- 

I cepts developed in this 
film are bos!c to under- 
standing the noture of 
our decimal number sys- 
tem. For Primary Grades. 

Running time of each: 10 minutes, Teach- 
er's Guide included Price: $38.50 

What Is Four? The film which developed 
potentials of arithmetic teaching via mo- 
tion pictures! 

In 2 parts . . . Running time ]5 min.. .$45 
Part I, available separately $30 


Interesting, profusely 
illustrated new Young 
America FilmsCatalogue 
— describes teoching 
films, 2x2 slides, and 
slidefilms. No obliga- 


Depf. SHI2, 18 E. 4ls» St., New York 17. N. Y. 

..Heir iWmatertals 

F I L iM S • S L I D E S • R E C K D I N G S 



\ Modern Guide to Health- (in 
mill) BS:^^'. Soiiiid. Apph lor 
Price. BIS. 
Jr Sy HS: Phys. Ed., Health, Safety. 

• A cartoon treatment of everyday 
licalth rides. The Iiumorons touch 
uldb inlereM to ihe liaiidling of Muh 

asic health habits as j^ood posture, 
sensible tlothiiis;. releasi- lioiii iier\- 
)iis tension, etc. 

Ave Maria— (11 min) B&W. Sound. 
$17.50; Pictorial. 

Internifd. Grades, Ji Sr HS; Musir 

.ijjpYci iation, Music. 

• A (dm concert featuring William 
Primrose, distiguished violinist, play- 
ing .Schidjert's "Ave Maria", Bee- 
thoven's "Polonaise" and Paganini's 

Building a House— (11 min) Sound 
Fri/nary Grades, Inlermed. Grades; 
Language Arts, Social Studies. 

• I'ointing out the careful, scientific 
planning necessary to the construc- 
tion of a house, the film introduces 
the various steps in the construction 
process and pro\ides illustrations of 
the various tools, etjuipment, and 
materials used. Production was su- 
pervised by Paid Hanna, Ph.D., 
Stanford llni\ersit\. 

Butterfly Botanists— (10 min) Sound 
15>LW SI5.00. Color .S'lO.OO; Coro- 

Inlermed. Grades, Jr Sr HS; Gen. 
Sci, Natural Sci., Biology. 

• Produced under the supervision of 
the naturalist, Eihvin Way Teale, 
the fdm shows students the life 
processes of a typical butterfly (the 
Monarch) stressing the de|jendence 
of lar\ae on plant food, the stages 
of de\elo]jment of various species 
and their methods of hibernating, 
and finally, the ecf)noniic iin|)oriance 
of all butterflies. 

Making Books— (II min) Sound, 
B&W .S45.00; EBF. 
Primary Grades, Intermed. Grades; 

Language .Arts. Social Studies. 

• Produced in collaboration with Lu- 
ther H. Evans of the Library of Con- 
gress, the film tells the fascinating 
story of book manidactin ing from 
the author's manuscript to the fin- 
ished product. It explains how nuxl- 
ern methods of printing and binding 
have made possible the publication 
of great numbers of books, and calls 
attention to the many skills necessary. 

Oxygen— (10 min) Sound B&^V 
Sly.OO, Color .SilO.OO; Coronet. 
Jr Sr HS; General Science, Chem- 

• Supervised b) Iji. 1 herald Moeller. 
Associate Professor of Chemistrv, 
Universii) of Illinois, the film intro- 
duces students to this important ele- 
ment. The need for oxygen in the 
support of life, and in combustion, 
and the part oxygen plays in elec- 
trolysis and oxidation are demon- 
strated through a series of dramatic 

Sailplane— (1 1 min) Sound B!v.-W or 
Color. .AlJpl\ for Price. Simmel 

Jr Sr HS, College. Adult: S(ience. 
Physics. Aeronautics. 

• Tells the story of gliding, or nioiov 
less flight. Much of the fdm was 
"shot" in the air demonstrating the 
principles and thrills of this increas- 
ingly popular sport. Step by step 
sequences take the spectator through 
the takeoff, soaring, and landing. 



American Folk Tales Filmstrip 

Package- (2,')(l frames) BScW. 

S37.50, Ciuriculum. (Distributed 

by Jam Handy) . 

Primary Grades: Heading. Kng. 

Lang. Sc Arts. 
' Fo introduce children to tin rich 
folklore of our countr\. these stories 
were thosen to represent \arioiis sec- 
tions of the coinitry and to be ap- 
plicable to the youngest children. 
Fhe stories all appear in man\ \er- 
sions, but Mrs. Florence Matthews 
Tchaika has adapted the most ap- 
pealing of these to ihe filinsiriii 



medium. Titles include: Br'er Rab- 
bit and the Tar Baby, The Rabbit \ 
Who Wanted Red JVings, Pecos ' 
Bill Becomes a Cowbcjy, The Wild 
]\'hite Horse, Stormaloug, The Gift j 
(;/ St. Nicholas, Shijigebiss, and The I 
Theft nf Fire. ' i 

Fairy Tales Series— (10 (ilnibirips) 
Color. S28.50 For the Series. Still- 

Kindergarteti, Primary Grades: 
Reading. Eug. I-ang. Sc .-Irts. 
' The first of the Stillfilm strips to 
be produced in color, these bright 
versions of well-known fair\ tales 
should have great apjieal for the 
youngest students. The text and 
illustrations are on alternate frames 
for con\enience and reading prac- 
tice. Titles: Peter Rabbit, Scare- 
crow Man, Old Mother Hubbard, 
Gingham Dog, Simple Simon & the 
Three Little Kittens. .IBC Illus- 
trated, Red Riding Hood, Xursery 
Rhymes ~ 1, :ind Xursery RJiymes. 
Heat Series— (11 filmsirips) B&W. 
S-lfi.O per series: Jam Hand\. 
Jr Sr HS; Science, Physics. 

• This new unit in the Jam Handy 
Air .\ge Phvsics Series presents the 
basic concepts of Heat in 11 discus- 
sional filmstrips designed for correla- 
tion with textbooks and laboratory 
experiments in high school phvsics. 
All scientific material has been ap- 
proved by teaching authorities in 
the field. Titles: Temperature, Heat 
Expatision, Gas Expansion, .Measure- 
ment of Heat, Fusion, Vaporiza- 
tion. Refrigeration, Humidity, Heat 
Transfer, Putting Heat to Work, and 
Internal Combustion Engines. 
Technical Lettering Series— (5 film- 
strips) SI 8.00 per series; single 
strips @ S3. 75; Jam Handy. 

Jr Sr HS; Mechanical Drawing, 
Industrial Arts ir Crafts, Drafting. 

• Designed to help teachers of letter- 
ing show actual strokes and propor- 
tions of letters to students, each ot 
the strips in this series is organized 
into lessons on groups of letters pro- 
duced with similar strokes. .-Ml let- 
ters conform to the recommendations 
of the .\merican Standards Associa- 
tion. Titles: Single Stroke Gothic- 
Introduction, Vertical Capitals IHT 
LEF AJW, Vertical Capitals MX 
XYZ OQCG, Vertical Capitals 069 
83S DUJ PRB, and Vertical Capitals 
725c- and Spacing. 

* * * 






In the nation's schools and churches, whore the 
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is no optical svsteni more efllcient than the 

MODEL DD . . . 130-»att tri-purposc 
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.\nastijxmal projection (F:3.5) lens. 
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adjustment for double- to single- 
frame . . . easy chanfre-over from film- 
strips to slides and vice versa. Semi- 
automatic vertical slide chancer. 
I^'atherette carrying case. 

MODEL AAA...300-natt 
tri-piJr[i(iM- projector. .5" 
focal length coated \nas- 
tigmat projection (FrS.i) 
lens. Shows all three: 
2' X 2' slides, single- and 
double-frame filmstrips. 
Same features as DD, but 
larger, more pxjwcrful. 


The S. \. l'^. lilirars niiilaiiis niori' lliaii I.3U0 :'..")iiiiii. 
filmstrips and 20.000 miniature (2' .\ 2') slides. A>U' leacli- 
ingaids: Kcnfachrome Visualizeil I nits, each consisting of 
ten or more 2" x 2" slides organized ac<<irding to curricu- 
lum unit.s. with instructional guide. Correlated filmstrips 
. . . filmstrips correlated with specific textbook series. 

Write today for new .S.V.E. catalogs, containing full 
descriptive information on projectors, filmstrips. 2' x 2' 
slides, and N'isualized Units. Indicate calalops desired. 
.\lso. ask about correlated filmstrips and free sponsored 

.\ddress Dept. E2J2 




DECE.MBER • 1947 




For Both Silent and 
Sound 16mm Films 

The Improved 
Individual Classroom 

Ideal for Classroom Showings. 

This improved Movie-Mite meets all demands for a light 
weight, compaa, efficient l6mm projeaor at low cost. 

Movie-Mite l6mm projector weighs only 2712 pounds. 
Single case contains everything needed for complete 
show, including table top screen. Larger, standard screen 
may be used for larger audiences from 80-100 people. 
Shows perfect picture 6 ft. wide in darkened room. 

Movie-Mite is made of best quality die-cast and precision 
machined parts. Simplicity is the outstanding feature, in 
threading, only one moving part need be operated. Show 
can be on the screen in 3 minutes. 

Reel capacity 2000 ft. Universal, 25-60 c-ycle — A.C. or 
D.C., 105-120 volt operation. Mechanism is cushioned on 
live rubber mounts for smooth, quiet operation. Durable 
plywood case, leatherette covered. 

Write for illustrated folder giving details . . . also 
rtame of Movie -Mite Authorized Visual Aid Dealer 
. . . for demonstration. 

YOUR eves ano pars nu Movie-MiTe" 


* CoMiNiiNc. ilic ])olii\ of editorial 
Iciulciship which brought readers ot 
SEE X: HE.\R more articles and fea- 
tures on the wide range of audio- 
NJMKil iii:itcrials than any other U. S. 
iiiana/iiic. tlic Editors forecast sonu- 
cif the oiilstaiKiiiig pieces aliea(l\ 
sdifdiilcd for larlv 1918 puhliiatioii: 

* riic labler .Study: Pan 1 appears 
in this issue. Other parts of this 
(oniplelc and important survey will 
follow in the 1918 issues. 


t. School architecture: we brought 
\o\\ "Designs for Visual Eduralioii" 
in 1947: see more details in vour 
1948 issues. 

S. The most (oinpltn- source lists of 
\w\\ and (orrclatcd materials, incliKl- 
iiig motion pictiucs. filinstrips and 
iccoidings. maps and charts. 
Order it today from 


Chicago (10) Illinois 
812 North Dearborn Street 

McGraM-Hill Text Films 

Are Demonstrated in Capitol 

♦ Representative samples of 
McGraw-Hill Text Films, new audio- 
visual teaching tools, were demon- 
strated last month to several groups 
of school and college instructors 
and to audio-visual people in the 
Washington, D. C. metropolitan 
area. The separate showings were 
jointly sponsored by the U. S. Ofi&ce 
of Education and the Washington 
Board of Education. 

Films shown were from the first 
three of four series of 16mm sound 
motion pictures and silent filnistrips 
which are being produced to corre- 
late with specific McGraw-Hill text- 
books at college and high school 
levels. College subjects include teach- 
er training, engineering drawing, 
and health education; the high 
school series is on mechanical draw- 
ing and drafting. 

According to Albert J. Rosenberg, 
manager of the Mc-Graw-Hill Text- 
Film prograiTi, these classroom films 
represent the first co-operative ven- 
ttne between a textbook publisher 
and commercial film producers to 
bring out a complete "package." 


♦ Here are the addresses of pro- 
ducers whose materials arc listed on 
pages (). 7. 12, 13 (including the 
Christmas materials) : 

BIS: British Information Ser\ices, 
3(1 RockereJier I'la/a. New \a\\ 20. 

Church Craft: Church Craft 
Films, 3312 Lindell Blvd.. St. Louis 
3. Mo. 

Church .Screen: Church .Screen 
i'lodiit lions. 5622 Enright, St. Louis. 

Cloronet: Coronet InsiruclioiKil 
Films. Coronei Bldg., Chicago 1, 111. 

Cimiculuin: Ciuriculuiu Films 
arc disiribiuitl lin'ougii ilu [ani 
Hanih Orgaui/ation (([.x-i. 

EBF: KiK Aclopaedia Hiitaiinica 
Films. 20 N. Wacker Dr., Chicago 6. 

Jam Handy: fain Handy Organi- 
zation. 2,S2I East Gr;md BKd..' De- 
troit. .\Iith. 

Pictorial: Fiiiorial Films, liu.. 
625 Madison Ave., New \ii\\ 22. 

Simmcl-Meservey: 95.3.S liiighioti 
\\a\. Hi\trl\ Hills, t^aliloi iiia. 

StiUfilm: Stillfilm, Inc., 8443 Mel- 
rose Ave.. Holhwood 46. C^alif. 

United World Films: 445 Park 
Axtnue, New York 22, X. ^. 



Britanuira Teachintt Film;; 

Correlated With 300 Texts 

♦ A inainiiiuili tonclaiioii projcci. 
linking some 300 Encyclopaedia Bri- 
lannica classroom films with more 
than ,iOO of ihe mosi widely used 
textbooks published bv t\\cni\ ol 
America's leading textbook firms, is 
being completed this mon'h to help 
teachers, audio-visual directors, and 
school administrators in the selec- 
tion of appropriate films lor use in 
conjunction with texts. 

The project, representing more 
than 18 months intensive research 
bv the Briiannica staff and the edi- 
loi^s of the publishing houses, will 
be continuous. It will be increased 
and revised as new EBF films appear 
and as new editions of the texts are 
released or new puljlishcrs are 
brought into the program. 

.\mong tlie publishing firms so far 
entered in the project are: Bobbs- 
Merrill. Ginn & Co.. Harper & Bros., 
n. C. Heath S: Co.. Houghton ^fiff- 
liii, J. B. Lippincott. Macmillan. 
Rand McXally, Row Peterson, Scott 
Foresman. .Saibners. and ]. C. Win- 
ston Co. 

EBF films are now correlated with 
texts in three branches of the school 
curriculum. The .Sections of ilie 
correlation are: 

Section f— Priniar\ Grade Readers 
(1st through 3rd Grades) 

Section H — Biol ogv -Chemist r\ 
General Science-Health-Physics 

Section III — Historv-Geographv- 
Problems of .\merican Democracv. 

The coiTelation project is in tlie 
charge of Kennetli Norberg. Pli.n.. 
EBF associate in research. 

University of Georgia Centers 
.\ndio-Visual Groups at Athens 

♦ The removal of the offices of the 
L'ni\ersity of Georgia's General 
Extention Division, including the 
.\udio-\isual Service and Film Li- 
brary, from .Atlanta to the cainpus 
at .\thens was announced last month 
by the University System's Board 
of Regents. Since the entire future 

progiani of tfxe Division is to be 
one of expansion and development, 
the mo\e was felt necessar\ to co- 
ordinate all off-campus activity. All 
users of the film library and others 
seeking information about the Di- 
vision are asked to refer their re- 
quests to the new adchess: Division 
of General Extention, University of 
Georgia, Old College, .\thens. 

Co-incideiu with the move was 
the announcement of the appoint 
nient of E. .\. Lowe as the new di- 
rector of the Division. Through his 
vvide experience as an educator, 
especially in the adult field. .\Ir. 
L(me is particidarlv fitted for his 
new duties. 

Fhe Board also revealed that 
Robert F. Elliot, former head of 
the .\udio-Visual Extention Service, 
has resigned his position to become 
associated with the Strickland Film 
C;o.. .\tlanta. 

California Audio-Visual .\ssn. 
Holds Statewide Conferences 

I he .\nnual Mate Conference of 
the .\udio-\isual .Association of Cali- 
fornia was held in Sacramento. No- 
vember 14 and 15. 

Divisions of the Conference were 
similar to the earlier meeting of the 
.Southern Section. 

Leading participators in the Con- 
ference were. Roy E. Simpson. Cali- 
fornia State Superintendent of Pub- 
lic Instruction. Dr. Stephen M. 
Corey, University of Chicago, and 
Mr. Jamison Handy, President of 
Jam Handy Organization. 

The Friday evening banquet 
featured an on the spot broadcast 
of one of the regular Standard Oil 
Company school programs. 

Mrs. Helen Rachford, Director of 
the .Audio-\'isual program for the 
Los .Angeles County Schools, is Presi- 
dent of the State .Association. 

Southern Section Also Meets 

♦ Ihe Fall Conference of the South- 
ern Section of the .Audio-\'isual 

.Association of California was held 
at Polytechnic High School. Long 
Beach, on November 7 and 8. 

C^hief speaker at the Fridav eve- 
ning banquet was Glen Jones. Di- 
rector of the Division of General 
Clollege Extension, Washington Stale 
College, Pullman. Washington. .\!i. 
Jones s|Kjke on Current Trends and 
\eeds in Audio-Visual Education. 

Friday afternoon sessions of the 
conference consisted of panel dis- 
cussions. Saturdav morning meet- 
ings included about ten section 
meetings on utilizatif)n. Six ])review 
sections for new a-v materials were 
held in the afternoon 

President of the Southern Vmon 
of the C^alifornia .Association is .Mrs. 
Louise Bnm 11. Director of the .Audio- 
\isual program of the San Bernar- 
dino. Calif. City Schools. 

Audio-Visual Institute Meets 
in New York City January 9-10 

♦ Sessions ol the .\niei i( an Miiseiiiii 
of Natinal Historv Itli Annual 
Audio-X'isual Institute will be held 
in the .Museum's main auditorium, 
in New \ oik. January 9 and 1(1. 1918. 
Scheduled lor first session. Fridav 
afternoon, are previews of one and 
two reel teaching films, while the 
evening program will be devoted to 
the screening of a sj)ecial feature 

The Saturday morning session, 
under the title ".Audio-X'isual Aids 
in .Action ", will be divitled into tvso 
sections, the first of which will in- 
clude four demonstration classes 
ranging from lower primary to sen- 
ior high school levels. Five film 
candidates for the .Museum "Oscar" 
will be screened during the second 
section and prizes awarded. 

Following a special luncheon 
served in the Museum cafeteria, the 
Saturday p. m. sc-ssion features a 
presentation of "The Radio and 
.Mass Media of Communication in 
Education ■ by Charles Siepmann. 
Depi. of Cominunications. New 
Xf)rk Univ.. and a discussion of the 



19 4 7 


piesein jjioblciiis in visual ccliuaiion 
led b\ Dr. liyroii D. Siiiait, diaii- 
mail ol the- X'isiial Ediuatioii 
niitiec. New [crsey State Miisrinn, 

School Broadcast Awards Are 
Presented Outstanding Shows 

♦ Recently at the tenth annual 
meeting of the School Broadcast 
C;onlerence held at Chicago, awards 
ol the executive committee of the 
Conference were granted to out- 
standing programs produced for 
educational use during the current 
school year. These awards were 
made lo: (1) the Columbia Broad- 
casting System station Wl'.li.M, 
Chicago, for its program series 
Studio Thcntre. presented in coop- 
eiation ^vith the Northwestern Uni- 
versity Radio Guild. 

(3) Station KLZ. f)en\er. Colo- 
rado, for its continued work in the 
field of child safety education. The 
program series Learn and Livr orig- 
inates at a different school each 
week and is designed to educate 
ho\s and girls in safety measures in 
those fields which ha\e caused the 
most fatal accidents to children. 

(3) The Wesiinghouse Company, 
School Ser\ice; Manager, Louis Stark 
and Staff, for the preparation and 
distribution of the transcribed series 
of ]M-ograms Elect rotiics at Work. 
These authoritative programs in a 
highly technical field beyond the 
comprehension and ability of the 
average school-producing group, are 
educationalh sound, gcjod radio, and 
carry no advertising. Distributed at 
cost to schools. 

(1) Van Renssalaer Brokhahne, 
Production Manager, and Staff of 
Station WNYE, New York City Pub- 
lic Schools, for their preparation and 
presentation of the prcjgram series 
Bill Scott, Forest Ranger which has 
been made available to numerous 
]niblic schools for both broadcasting 
and classroom use. (See October 
Si;i; & Hear, "Radio Experiment— 
tJill Scott, Forest Ranger.") 

Pearl Rosser Is A-V Director 
for the International Council 

♦ Pearl Rosser, director of radio 
education for the International 
Council of Religious Education, has 
also been named director of audio- 
visual education for the Council, 
according to Roy (i. Ross, general 

secretary. .\s such she will be le- 
sponsible for the International Coun- 
cil's visual program which was initi- 
ated ten years ago with the appoint- 
ment of a special committee. The 
department itself was set up in 1941. 
Acting visual education director 
since last March, Miss Rosser organ- 
ized the Fcjinth fnternational Work- 
shop in .\udio-V'isual Education held 
at Green Lake, Wisconsin, early 
last September. 

"Make Way for Youth" Shown 
at Twin National Premieres 

♦ Make Way for youth, the new 
sound motion picture jjroducccl l)\ 
ihe \()ulh Division of the Xalional 
Social Welfare .\ssenibly, was sinuil- 
laneously premiered in New York 
C^ity and Madison. Wis., last Ncjvem- 
l)er 19, before selected audiences of 
education, religious, social work, and 
vouth-serving organization leaders. 

Peail Buck, Channing Tobias, and 
Ezra Stone were guest speakers at 
the New York event. 

The new production, which fea- 
tures actor Melvin Douglas as narra- 
tor, was fdmed in Madison and 
presents a dramatic story of how edu- 
cation for democratic citizenship can 
be fcjstered among teenage groups in 
.\merican communities through an 
inter-organization Youth Council. 

The following organizations are 
member groups of the Youth Divi- 
sion of the National Social Welfare 
.Assembly: American Jr. Red Cross, 
American Jewish Committee, Ameri- 
can Youth Hostels, Boys' Clubs of 
.\merica. Bov Scouts of .America, 
Camp Fire Girls, Community Chests 
Sc Councils, 4-H Clubs, Future 
Farmers of America, Future Home- 
makers of America, Girl Scouts, 
YW'C.A, YMCA, National Federation 
of Settlements and others. 


♦ Here is a convenient news-sum- 
mary of state developments in the 
field of audio-visual education, in- 
cluding some important budgcis; 


♦ The state of Georgia tcxtbcjok 
division has recently purchased fifty 
sound projectors purchased for su- 
pervisors and loan to local organi/.i 
lions, partly to influence puijiic 
support of the visual aids programs. 
They have purchased about $30, ()()() 
of films— one to four copies each, to 
serve the entire state and to be dis- 
tributed from a central location. 


♦ Fhis year, Arkansas' General As- 
sembly passed bills allowing approxi- 
mately 521,500.000 in state funds for 
teacher's salaries and education aid 
to counties for each year of the 
1947-49 biennium. The bill included 
a ,'§40,000 a year item to be spent 
for audio-visual materials. This 
sum will permit the establishment of 
a Slate Film Library. 


♦ Indiana University and the teach- 
cr-tiaining institutions are attempt- 
ing to meet the demands of schools 
and comnuinity groups in supplving 
audio-visual materials. Indiana Uni- 
versity at present operates on a bud- 
get of $350,000. 14ie library contains 
over (i.OOO prints and ap])ic)ximatelv 
2,000 titles of films; 1,000 sets of lan- 

tern slides and filmstrips; 500 record- 
ings, and 24 art exhibits. During 
194(>47 there were over 2,000 campus 
showings ol materials in classes. 

♦ The Oklahoma Legislature in 
May, 1947, passed Senate Bill 121, 
.An act providing for the establish- 
ing of a Division of Visual Educa- 
tion within the Department of 
Education with offices in the State 
Capitol Building. 

Fhis act carries an appropriation 
of $125,000: (1) To pay directors 
and clerical help. (2) Establish 
Teacher-Training Film Libraries in 
each college or imiversity. (3) To 
match funds with any county or 
school district to establish an educa- 
tional film libraiY in their schools. 

.\ X'isual Education Committee 
representing the eight State Colleges 
has established the Teacher-Training 
Film Libraries and has purchased 
nearly .$40,000 in films. 


♦ Alter about ten vears of efforts 
on the part of many California 
Educators, related professional and 
non-professional groups, the State 
Su]xrintendent of Public Instruc- 
tion and cjthers interested in Audio- 
Visual Education, March, 1945, saw 
the establishment in California of 
the Division of Audio-Visual Edu- 
cation and the appointment of Mr. 
Francis W. Noel as Division Chief. 




^ v. 

(EIirtBtmaB MmB 





Mrs. Ruby Niebauer 

Head of Art Dff>artment, 
Slotit Inslilute, Mfnomouif, Wisconsin 

The PuplH'ts. Only after tlic rhil- 
ilien had seen sleji-hy-stel) details in 
till- film could tlie\ make thrni. 

IBELIEX'E that creativeness is 
iinporunt in self devclopmeiitl 
Hut. a student's creativeness is 
in ilirect projioition to what he 
knows and liis interest. All teachers 
are seaiching for information sources. 
More of us are confronted with the 
problem of arousing strong interests 
—and I tried \isiial materials— I 
found even the indifferent child had 
become curious and offered me many, 
nianx opportunities to interest him 
in doing things. This was the kev- 
note as Christmastime approached. 
Ves, it was the season to make 
people happy, especially the younger 
children. But time was short— so what 
did we dor We planned our Christ- 
mas play. We would begin it before 
the holidavs. then come back to it 
during that long month of Januarx. 
and finish our production then. 

In addition we would make our 
Christmas candles and greeting cards, 
too. But enough of that for now. 
Our project— our play— was to be 
gi\en by my seventh-grade art class. 

We would make all the things we 
needed, biu where to find the infor- 
mation, how to stimidate the inter- 
est? B\ this time I had located films 
on puppetry.* This gave us an ex- 
cellent presentation of how to make 
puppets, with detailed, step-by-step 
directions as to how to put these 
tiniest actors together. .\s the chil- 
dren watched this film, I could see 
that they were happily enthusiastic. 
This was the keynote, then, for our 
Christmas j)la\ and for the other 
things we would do as well— make 
candles, Christmas cards. 

.\fter we saw the puppetry film, 
we met to form stage, scenery and 
scenario committee groups. The 
scenario committee wrote their after- 
Christmas story and then presented 
the script to the class for approval, 
criticism and improvements. When 
this first composition task was com- 
plete, we proceeded to make the 

The students decided which char- 
acters thev wanted to make. We re- 


ferred to oiu notes which we took 
during tiie showing of the film. .Ad- 
ditional iiilorination was offered bv 
the groujj, and questions such as 
"Xow how did this go together?"' 
were asked. .Someone alwa\s came 
forth with the answer— and if not, 
why there was the film to look 
through again for some of that infor- 
mation we didn't get the time before. 

.\fter the script was written and 
the pupjjcts made, we decided who 
would take what parts. If two stu- 
dents wanted to "play" the same 
puppet, they took turns. If they 
made one character and wanted to 
play another, that was permissible 
too. It was interesting for mc to ob- 
serve that some of the children who 
wished to take the leading parts were 
students who were timid and less ag- 
gressive than their other classmates. 

Our C;hristmas puppets were fun 
and had charm because into them 
each child created the answer to the 
dreams of his early childhood. But, 
visual materials— the film— provide 
experiences understandable to all 
that their creative talents could be 

Through this project students be- 


Broad stroke techniques in the film 
challenged the young learners who 
enjoyed the full, free-arm motion 
and e.\/)ression which this medium 
allowed. Here is Mrs. Niebauer icith 
livo of her pupils. 

• ABC of Puppelry— Sound. 2 reels. BailCT Film 
Service, 1651 Cosmo Sireel, Hollywood, California. 

D E C; E M B E R • 1 9 } 7 


(continued from previous page) 
came aware of the powers of tlielr 
voices and learned the importance 
of correct enunciation and pronun- 
ciation. They created their charac- 
ters, designed their clothes, planned 
their scenery, stage music and proper- 
ties — and then — the Christinas can- 
tiles. How to make ihem— the real 
old fashioned dipped kind. I mean. 

The film Candle Making* presents 
a possible approach. .\l this time 
the seventh graders were studying 
Colonial Life as a history unit. 1 
showed this fdm because I fell it 
olfered opportunity for integration, 
and if teachers of academic subjects 
and art can cooperate and offer fdms, 
materials and opportunities to ac- 
complish the same goal, the child 
will feel the unity of activity within 
the school program. 

This sound movie. Candle Mak- 
ing, depicts a colonial family busily 
making candles by means of the dip- 
ping process. The fdm recommended 
the use of sheep's tallow. A tele- 
])hone committee was formed to 
locate and buy sheep's tallow. This 
we purchased for around twehe 
cents a pound, and out of fj\e 
pounds we had a sufficient amount 
to make our thirty-six candles so each 
student could ha\e one. Next we 
organized into committees of three 
to di|j the candles. Each committee 
was interested to see the candles grow 
and as anxious to see how much 
faster they could add to that growth. 
The idea that surprised the children 
most ivas the fact that they could 
actually put into use the process 
-which had been demonstrated in 
the film. There is no doubt that they 
felt accomplishment and with great 
pride biouglii their friends in to see 
the results. 

For a very fascinating tecliiiicjue 
in drawing, such as will adapt itself 
^^•ell to making CMiristmas cards, 1 
recommend the film, Broad Stroke 
Drawing*, especially to primary 
teachers who will be interested in 
the free, large motions through 
which young learners particularly 
can create their ideas. This filin 
sho\vs how to use carbon, graphite, 
and wax sticks— colored crayons, ex- 

(C O N T I N I' E I) ON P .\ G E 2 9) 


Christmas Program Materials 



Christmas Carols— (8 min) Sound. 
Color Sfi5: B&W S17.50. Sterling. 

• I'our Christmas carols — "Come 
.\11 Ye Faithful', "Joy To the 
World", "What Child Is This", and 
"Silent Night"— are presented by 
carollers (the Bell Singers) while 
the story of the \erses appears on 
the screen in delightful animation. 

This film was produced by the 
Xtilional Film Board of Canada, 
and is exclusively distributed in the 
United States by Sterling Films, Inc. 
The Night Before Christmas— 1 reel, 
§17.50, United World Films, Inc., 
445 Park .\ venue. New York 22, New 

• The famous poem comes to life in 
a splendidly produced home movie. 
Combines live actors and animated 

2,000 Years Ago in Palestine Series- 
each two reels, 20 min., Rental, §6.00 
per day, Long-term lease $50 per 
reel. United World Films, Inc.. 445 
Park .\venue, New York 22, New 

• This series shows the day to day 
life and surroundings of ordinary 
people of that time and can be used 
by all educational and religious 
groups regardless of creed. 
Christmas Carols, Silent Night, Holy 
Night-1 reel, S17.50; 100 ft., §5.00, 
United World Films, Inc., 445 Park 
.\venue, New York 22, New York. 

• The If) mm film Christmas 
Carats includes "The First Noel." 
"Hark The Herald .\ngels Sing," 
and ".\deste Fideles," sung by a fine 
choir W'ith the words superimposed 
on the screen. The most famous 
C;hristmas Hymn ever written, .S';- 
lenl Sight, Holy Xight. concludes. 

.4 typical "frame" from one of the 
new SVE Christmas filmstrips. 

'Caudle .MakhiR — IGmm sound, S40, Arthur Barr 
l*roduciions, (i2ll .-Vrroyo Glen, Los Angeles 42, 

'Broad Stroke Drawing — 11 min.. S30. Spot Film 
I'roductions, Inc.. 339 S. 48lli Street, New York. 
New York. 

Ancj by the light of that satne Star, 
Three wise men came from country 

The Birth and Childhood of Jesus— 

filmstrip. Color, 53 frames, $5.00; 
BSc\V, 52.00: Society for Visual Edu- 
cation. 100 E. Ohio St., Chicago II, 

Interrjied., junior HS. 

• This filmstrip is one of a series of 
colored filmstrips produced from 
Bible pictures used in Standard Pub- 
lishing Company's familiar Bible 
Story Books. 

Boyhood of Jesus— 35 frames, B&W 

filmstrip, S2.50; Cathedral Films, 
1970 N. Cahuenga Blvd., Holly- 
wood 28, Calif. 

• The frames include a brief resume 
of scenes from The Three Wise Men, 
and Child of Bethlehem, and depict 
Jesus as a boy in his father's carpen- 
ter shop and his experience in the 
Temple with the High Priest as re- 
lated in the Gospel according to St. 

Child of Bethlehem— 34 frame film- 
strip, §2.50; Cathedral Films, 1970 
N. Cahuenga Blvd., Hollywood 28, 

• The frames depict The Journey to 
Bethlehem, The Nativity, The Visit 
and Adoration of the Shepherds — 
Gospel according to St. Luke. Verses 
of familiar Christmas carols are in- 
terspersed with the word description 
of the scenes. 

Christmas Carols — Color, single 
frame. SI. 50; double frame, S2.00; 
Society for Visual Education, Inc.. 
100 E. Ohio St., Chicago 11, 111. 

• Christmas Carols arranged in film- 
strip form, each strip containing the 
words of the song and original art 

The Christmas Story — 27 single 
frame 35mm Kodachrome film- 
strips, S7.50; Cathedral Films, 1970 
Cahuenga Blvd., Hollywood 28, 

• Reproductions of the original The 
Christmas Story, produced by Cathe- 
dral Films of The Nativity, The 
.Idoration of the Shepherds, and 
The Visit of the Three Wise Men. 
The Nativity of Christ— 62 frame- 
filmstrip, single frame 32.00; double 
frame S3.00, Society For \'isual Edu- 



cation, 100 E. Ohio St.. Chicago 11, 

• This picturol contains reproduc- 
tions of 42 paintings from the collec 
tion of Abbott Book. Scenes from 
the Annunciation, Visitation, .\rrival 
at Bethlehem. .Nativity. Arrival anil 
X'isitation of the Shepherds and \Visi 
Men, Presentation in the Temple, 
and the Flight into Egypt providt 
effective material for a Christmas 

The Savior Is Born— BfcW filmstrip. 
31 frames. 52.00. Society for \'isual 
Education. 100 E. Ohio St., Chicago 
II. 111. 

• This first Foundation Films— S.V.E. 
filmstrip release pictures with beauti- 
ful realism the story of the Savior's 
birth. It was prepared from a series 
of posed pictures designed especially 
to visualize the Christmas story. 
Film includes captions and titles. 
The Shepherds Watch— Color film 
suip. 33 Frames. S6.50: Church 
Screen Productions, 5622 Enright, 
St. Louis, Mo. Distributed by S\'E. 

Prim., Intermed., Jr, Sr HS, Col, 
Adult: Art, Clubs, Religion, 
Christmas Programs. 

• A new Christmas story based on 
the Shepherd's Story from Luke. 
Opens with a group of shepherds 
gathered around a campfire as they 
watch their sheep just outside Beth- 
lehem. .As the shepherds talk about 
the ancient prophecies of a Messiah. 
Christ's birth is announced to them. 
They go to Bethlehem and seek out 
the new-born Babe. ^Vords of three 
Christmas hymns are included. Story 
visualized with full color drawings. 
Six Familiar Christmas Carols— film- 
strip. 35mm B.^W. S2.00; Cathe- 
dral Films, 1970 X. Cahuenga 
Blvd., Holh-vvood 28, Calif. 

• Contain the words only, photo- 
graphed over a beautiful reproduc- 
tion of "The Nativity." of the carols: 

(C O .N T I \ U E D ON P .\ G E 3 5) 

Color figurines enact the Christmas story in a nnr Chiirrh-Crafl filmstrip program 

Interpretation of Christmas 

As Told to the Editors of See & Hear b\ the School 
Committee, First Congregational Church, .\Iadison. Wis. 

First Consregational Church School Cotnmittee: Reverend R. S. .\nlhens. 
Mrs. Rex" Liebenberg. Mrs. John Lonergan. and Mrs. Kverl Wallenfield 

"The Shepherds Watch" is a new 
Church-Craft filmstrip distributed 
b\ Society for T'isunl Education. 

a good Christmas progran; 
this year— but. first— what 
is a good Christmas program? 

The Christmas observance should 
be one which reveals an idea under- 
standable to children. .\ good Christ- 
mas program allo^\s all of the 
children to understand the real 
meaning of Christmas and in some 
sense to participate, even though 
their participation may not be 
individual but a part of group par- 
ticipation. The substance of this 
Christmas program must be good- 
must be child-like. 

In searching for materials we have 
located a set of slides* which we 
feel will provide this substance. 
These slides allow for some of that 
general participation without ex- 
ploiting any child but yet allow all 
to feel that they had a part in it and. 
at the same time, Uuly understand 
the spirit and the sense of the story 
that is told. 

The pictures of this series, through 
their presentation in vivid colors 
and through the figurines, will cap- 
ture the imagination of the children 
and allow them to share some of 

• Chrislmas In BelhUhem, 24 slides, 2x2. color, 
S14 20 CtiurchCrafi. 3312 Lindell Blvd., St. Louis 
^. .Mo. 

the feeling or the ideas of the 
Christmas story which they might 
not share from other more tradition- 
al sources of information, such as 
spoken pieces or readings. 

.\fter our committee reviewed this 
series, we felt sucii reactions as these 
to the slides: 

'The scenes are unusual in their 
presentation, and eacli scene antici- 
pates the next one. This presenta- 
tion makes the Christmas stor\ much 
more vi\id because children can 
actuallv 'see' the story with more 
\i\idness than if only the Scripture 
had been read to them. Using the 
Scripture passages plus the visualiza- 
tion of those Scripture passages, anil 
in addition the singing of the Christ- 
mas carols, leads one to believe that 
this is a combination of experiences 
which would make Christmas under- 
standable even to young children.' 

.\nother— "When we have a learn- 
ing situation in which the attention 
of children is almost automatically 
focused on one center of interest, 
where in the semi-darkened situation 
the illuminated pictures on the 
screen are the only thing which can 
hold the attention of the youngsters, 
—then we have a concentration of 
interest which we just don't find in 

(C O N T 1 N I' E D ON P .X G F. 3 5) 

D E C E -M B E R 

19 4 7 


IIV saw v'ov s^raj)lli(ally tlint tins world of ours is capable al prodiu iw^ 
cvcrytliittg thai men need to make them comfortable— healthy— happy. 

WAR IS GOOD." wrote Ar- 
thur jaiitk in his composi- 
tion on "Can W'c Get 
I'tiniancnt Peace," because . . . "it 
hi iiif^s out new inventions and ideas 
like jet propulsion phiiies. . " 

"It's human nature to fiKlu, ' 
echoed Murray Brown in his paper. 
".\s ions^ as man li\es. war lives. . . ' 

"Is world peace possible?" con- 
( hided Margie Glenn's. "Only il you 
<;et the lion and the lamb to kiss 
and make up. . and you never will!" 

This was the sho(kingl\ cynical 
iheme that ran through H()% of the 
10 papers 1 marked one day recently 
lor mv High .School English 1 class. 
Onlv 8 out ot K) lelt with Will 
l.uhkin that "The LI.N.O. will be 
om saviour Irom war." For the re- 
maining 32. atom bombs musi one 
da\ fall from the sk\ as inc\i)ral)l\ 
as rain itself. 


By Charles G. Spiegler 

Eng. Teacher, Seward Park U.S. ami 
City College-Evenings Dir. of 92nil 
St.' y.M.C..4. Film' Eoruin, N.Y.C. 


But today the world is divided by "fetices" into little patches, each 
country trying to have ei'erything by itself— and some hai'e too jnuili 
^and others stance. 

When I put down the final com- 
position, I was almost reach to con- 
cltide with the prominent educator 
who had written. "Futmc vvars are 
not onl\ possible, bin probable. One 
of our tnajor tasks is to le-ediicate 
our \oinh to an understaiuling of 
liinnan nature and to the greai liki- 
Hiiood of a lutiire war. " 

Hut 1 louldn't quite get nnsell to 
•idmii that. After all, I argued, these 
10 boNs and girls in my class like 
I he 7,000.000 'teen-agers all over the 
(oinur\ vvere kids who had been 
bom in a depression and raised in 
a world that knew Hitler. They had 
come into earh adolescence during 
World War II and had learned only 
\esterday what the atom bomb could 
do to a Hiroshima and a Nagasaki. 
This was, in short, a generation that 
had seen, heard,— even felt more hu- 
man suffering than any other in our 



Surely, 1 insisted, there iiiiist Ije in 
such a generation a dccji reservoir 
of sympathy for the si( k, the hinigr\, 
the tired, ilie beaten all o\cr the 
world; a reservoir which iHih;i])s 
had nr)t %ct ht-vu ade(|iiately tapped 
despite all the Neonien ellorts teath- 
crs had made with pamphlets, books 
and newspapers, to do so. Ma\be. I 
concluded, a unit with properly se- 
lected iiio\int; pictures could make 
a more \i\id aj)peal than other me- 
dia had. The goal was worth the try. 

So, armed with fi^e films and a 
prayer, we set out ou a two-week 
project to fnit the skids under the 
theory that "Future ivars are not 
only possible but probable-" This, 
1 felt, we cDuld do if we coidd show 
.Artlun )anek, .Miuray Brown, and 
Margie Glenn— the housewives, ilu 
teachers, the tloctors. the clerks, tlu- 
a\erage .-\iuericans ot tomorrow that 
tfie world is now one; that the death 
rattle of a starved Greek child or a 
Polish peasant or a French workii 
brought the sounding oi l)ills whiih 
tolled lor all ol us. 

We wanted to do even more in 
those two weeks. \\'e wanted to re- 
mo\e fore\er that frightened look 


from the face of Gynette C^ynerman, 
a refugee child in class who for six 
months before her arrival to Ameri- 
ca had lived a hunted life in a Berlin 
cellar. She must be assured thai 
these things could never happen lo 
her or hers again. W'e wanted [ack 
O'Rilev, whose brother lies emotion- 
ally and physically wrecked in a 
Veterans' Hospital, to become con- 
vinced that there w'as some way to 
prevent all this in the future. W'e 
wanted, above all. to break down an 
adult cynicism about lite alrcadv so 
patent in our voiuigsiers. 

We began with Walt h Tower 0-,'ey 
Tomorrow * the fdin which explains 
the plans for world security as drawn 
up at Dumbarton Oaks. (This was 
followed immediately bv the film- 
strip, The i'niled Xtitions Charter * 
the narration for which, recited by 
a student, begins: "To have a binld- 
ing you need a framework, a skele- 
ton, a structure to build upon," and 
ends with, "It is the people who 
must pay if the structure fails. We 
can stand bv idlv doing nothing, or 
we can work together to see that the 
structure is built of the steel of inter- 
national friendship for the security 

' Sonne: II min.. "I caching Film Custodians. 25 
W. 4rd St.. New York 18. N.Y. 
• Source: 73 frames. $3.00. Film Publishers. Inc.. 
25 Broad St.. New York 4. NY. 

and |)eacc of all mankind.") 

The opening of Watc htower was 
unexciting enough. There were the 
usual appeals and pleas for a better 
world, imity, cooperation, so nobly 
expiessed bv Mr. Stettinius. Interest, 
however, grew when we reached the 
scene in the bus when the "manual 
laborer" meets up with a representa- 
tive of the white collar class. 

.\s thev chat with each other, as 
tluv raise the c|uestions which an 
entire world has on its lips; "Will ii 
work? " "How?" they become the 
world's (juestioners with whom a 
class can identify itself. 

The film answers all tjuestions 
with animated diagrams and with a 

because it was all a dream— impos- 
sible to come true.. . ." 

"1 thought ihe film was a most 
beautiful thing which the world 
could realize, but how could all this 

"I lliiiik liure would l)c' loo manv 
vvalkouts for the UiNO to succeed.. . 
It ran too smoothlv to h;i])])cn in 
real life." 

.\p])roxiiiiaicly TO"^, of the class 
still wrote in this vein; with the 
oihei' 10% lornierly in the "War Is 
Inevitable" camp, a change in feel- 
ing was evolving. Some, like Ger- 
trude Brown were coming into the 
new camp with extreme caution. 

".\Iy opinion that war was inevi- 

Ciiu the i uitfd Xnlions help' Mayhc. ij the ihiii'^s they phni are 
RFALLY understood and "lived" by all of us. 

splendid scene where' a potential 
"wrecker" of the world's juace vv;dks 
oui ol ihe Securilv C^)uiuil willi an 
aiigiv sneer on his lijjs, and with 
iuieiii to make' war, in his heart. 
How the United Nations dealt with 
such a character, representing such 
a nation, brought some healthy re- 
actions from the class. 

The cheers were short-lived, how- 
ever, lasting only until the time 
came for a second composiiion. 
There were still too manv of the 
80% whom we were trying to reach, 
who wrote like this: 

"Yesterday when the 'dreamlike' 
Watchtower Over Tomorrow was 
shown, it was all fine and well. Biu. 
the film did not change my mind. 

table changed ever so slightlv." she 
adiiiiis. "II this ])Ian coidd leally be 
carried out there would be peace. 
//. iiiiud you. I say j'/I" 

1 hat was enccjuraging! 

Pearl Klever who only a few days 
back had written, "\Vhy 'kid" our- 
selves by saying wars can be pre- 
vented..." was now thinking and 
saving otherwise. In a composition 
entitled, "I Changed My Mind," she 
said. "Now I see things through a 
dillerent view. If any countrv would 
walk out on the UNO, all communi- 
cations would be cut off frcjm that 
country, all f(X)d, fuel and other 
supplies. Before, I didn't think it 
v\as possible to choke olf a countrv 

( C () N T I N f I. U O N !• .\ c; E 3 2) 


19 4 7 



Report on Educational Recordings 


ings arc not a new idea. For 
many )cars |Mogrcssi\ c schools 
liavc iilili/ctl records for supplenien- 
larv aid in music insiruction. lan- 
Hiiages and literaune. But ilic main 
drawback to their witle-siMcad ado))- 
lion has been tlie scarcity of good 
lecordings on sidjied*. other thati 

This ])ast year has seen not only 
a much greater interest aroused 
among schools for gcjod audio ma- 
terials, i)ut. for the first time, a de- 
cided interest in the Held by the 
major recoiding (omp.inies. Look- 
ing back o\er ilu dies of new ma- 
terials regtdarh |)ublished in Si^K R: 
Hi AK during the past year, we find 
many outstanding new recordings 
which can be used as teaching aids 
in the schools. 

1 he altitude ol the lecording com- 
panies is impoitaiu. In order for 
schools to make leiorilings a useful 
educational tool, the supply of good 
records must be regulai and constant. 
.\iid, inversely, in order for the rec- 
ord companies to be able to produce 
(|uaiiiities of good leaching aids, they 
must be assured of a demand. 

Ski-: & Hiak belie\es in the inte- 
graied use ol ail tools lor learning 
within I Ik- vdiool's budget. To the 
school with a small ap])ropriation 
lor teaching aids, recordings are a 
])ai ticiilaih happ\ choice to Stan a 
good auclio-\isual jiiiigram. Recoicl 

|)la\ers and recordings are not ex- 
pensive, and a great main are now 
a\ ailablc-. 

♦ Recciuh. we \ isited Louis L'nter- 
niever for a talk with the noted 
poet and anthologist about the vahu 
and suggested usages of educational 
recordings. Mr. Lnternieyer is now 
editor-in-chief of Decca Records. Inc. 

"We find," Mr. Lliitermeyer said, 
"ihat ill e\ery student group some 
iiidi\ iduals have a decided resistance 
to reading. They find it ^■ery hard 
to become interested in good litera- 
ture and poetry, and consider it to 
be extremely dull. 

"In this sort of instance, the \alue 
of educational recordings becomes 
apparent. \Ve'\e seen it happen 
time and again. Lake Moby Dick. 
one of the greatest novels e\er pro- 
duced in this country— it's a heaw, 
formidable looking book, a book 
very likely to scare awa\ many a\er- 
age literature students. Instead of 
forcing such a book upon a class 
with instructions to read Chapters 
1 and 2. how iiuich better to arouse 
an interest beforehand. Our Moby 
Dick album was designed for this 
purpose. Charles Laughton enacts 
memorable scenes from Mehille's 
dramatic work with a musical accom- 
paniment from a score by Victor 
Young. .-V dramatization of this type 
ser\es the purpose of |X)iniing up ihe 
\isual viewpoint of the story— you 
hear the sound of a storm at sea, 
and \()ur imagination can easily see 
ihe storm's fury. You identify the 
characters of the book with people 
\ou know, and can visualize— cverv- 
one knows Charles Laughton. 

"Kill the \alue of the book? .\oi 
ai all. How much better for a stu- 
dent to open a book with a real, pre- 
conceivecl interest in it. than luereh 
to read a "dull, uninteresting' class 
assignmeni. Ihe records ha\e been 
carefully prepared ikiI to be a con- 
densation of the sUjr), but a series 
of dramatic excerpts designed lo lead 
ihe listeners into the book. Planned 
lor the same j)urpose c)f dramaii/ing 
good literature are I.osI Horizon, 
(lour 1)\ Ronald Coleman, 'rrcdsiirr 

Islund. done by Thomas MitchA'. 
'/■/((' H(ij>l)y Prince, done by Orson 
Welles and Ring Crcjsby, Rip Van 
\\ inklr. done by ^Valter Houston, 
and main others. 

'Hul our purpose is noi only to 
pro\ ide literature recordings; natu- 
iall\ music will always have a place 
in the school curriculum, anci the 
world's finest music is always avail- 
able in unlimited cpiantities on rec- 
ord. Besides the famous works by 
the lamous artists and symphonies. 
we ha\c- produced groups of records 
to deiiioiistiate the \arious types of 
iiislMiments— s 1 r i ii g s. woodwinds. 
brass and percussion. 

"For \ery \oiing children, wc- lia\e 
prepared nursery ih\mes and chil- 
dren's stories such as Snoxv White 
and Raggedy Ann. 

"Hisiorv seems to come alive when 
\ou hear the great speeches of Jetler- 
son, Lincoln. Roosexelt, Tom Paine, 
Patrick Heni\ and Daniel Websier 
deli\erecl b\ Orson Welles, or lIu 
collections ol French writings on de- 
mocracy rendered b\ Charles Boyer. 
"These beginnings in our educa- 
tional series ha\e been wonderfulh 
recei\ed. AVe know there is a de- 
mand for more good recordings and 
i\e are very busy now in preparing 
new material. Naturally, we want 
to record first the materials which 
are most needed, and we ha\e turned 
to the educators, themsehcs. lo tell 
us of their needs. " 

Mr. Untermeyers report on acii\i- 
lies at Decca is dii])licatecl ai the 
other large recording studios. Far 
more than being merely a prestige 
product, educaiional recordings are 
a good and lasting business. We ma\ 
expect main good recorded teach- 
ing aids lo l)c- produced dining 

RCA Victor Cites Progress 
♦ W. H. Knowles. Manager of the 
Educational Depaitment ai RC:.\ 
\'ictor, greeted us with the enlhusi- 
asiic comment. "Our compain. as of 
course vou know, has always had 
tremendous faith in the \aliie of re- 
cordings for educational purposes. 
.\s in the case of other audio \ isiud 
cciuipmcni lor school use, we beliexe 
llial plion()gra])li records const iliile 
a \aliial)k' teaching tool." 

l.alcsi i\idencc' of the compan)'s 
(c: o N I 1 N 1 r i> o N V \ r. i 2 5) 

• It has 1)1111 imiulv iLpDltcil Ill.ll I lie .\liu-li- 
CMl li<iok C:riiili.">> "iH ilisliibiilc Dccia Rnords 

m rlu I'diK.' liiUl. 


iKHiii mm"^ ©iKg^Dn 

ol Audio-Visual Use 






By C. H. Tablet 

Uiredi)}, Audiol'iiual Education, 
Massilluii, Ohio, Public Scltools 

IN THE MIDST of any growing trend of method 
in education, it is periodically necessary to stop 
and measure that growth. This report is a meas- 
ure of the current status of utilization in audio-visual 
education and, more important, a questioning look 
ahead— 10 years ahead, to see where school systems 
believe they want to be in use of audio-\isual materials 
at that date, 1957. 

In this study 100 school systems make reports. In 
order to compare practices, current and future, a 
"common ground" for consideration of utilization, 
equipment, materials, and finance is necessary so that 
we will have a beginning point against which to 
measure what we are doing with audio-visual instruc- 
tion in our local school systems. 

In a study of present practices, future anticipated 
needs, and an optimum program in audio-visual ma- 
terials, measurement has been made possible by gather- 
ing and analyzing data secured from 100 school systems 
in the United States with enrollments of from 400-600; 
5,000-7.500; and 25,000-35,000 pupils. These data were 
secured by survey and covered 57 items, each with 
multiple choices to provide for the extreme practices 
in audio-visual service. Double marking to show present 
practice and the future anticipated practice as of 1957, 
not only sanqjled present status but. more important, 
predicts a quality of planning for the future. 

To allow for the extremes so that marking could 
be done by all and also that those same le\els of 
reference could fit any program existing or likely to 
exist within ten years, utilization ratios were set up 
for each type of audio-visual presentation with a range 

from "no use" or "none," to use once in fi\c situations, 
(1:5). _ 

Ratios of use were expressed in relation to the 
total opportunities for use possible and in terms of 
the whole school system rather than subject depart- 
ments. The length of time that use was made of any 
one audio-\isual type during a class meeting was held 
not to be significant. A situation was identified to 
mean a meeting of a class. Six possible class situations 
per day, per teacher xoas set up as a base from which 
to determine ratios. 

Standards for measurement of utilization are based 
ujjon the following: 

a. Practice existing in school year 1947-48. 

b. Practice anticipated within 10 years. 

c. Use ratios expressed for each type of audio-\ isual 

Multiphing the number of teachers in a school or 
system by 6 we ha\e the total number of class meetings 
per day in that school system. Multiplying this total 
by 5 we have the weekly situations. Multiplying the 
daily base by the number of days school is in session, 
we have the yearly situations. Dividing the daily, 
weekly, or yearly utilization by the total possibilities 
gives a rather accurate ratio of use so that existing 
performance can be measured objectively against a 

How School Systems Reported 

The manner of reporting existing practices was 
accomplished on the basis just described. Future prac- 
tices were reported in terms of improved and antici- 

patcd ratios of use. Once a school system reported 
current use practice, the next step was to ask that 
same system to look critically at the status and to 
describe use practices which they believed could be 
achieved within a ten-year period. 

Example: A 25-teachcr school would have 150 pos- 
sible situations daily to use some type of audio-visual 
presentation. (6x25) This same school would have 750 
weekly opportunities for audio-visual ])resentaiion or 
in a 180-iday year would have 27,000 such situations. 
With an average of 7 projections daily for motion 
pictures in classroom situations, the relationship is 
7/150 or about 1:20. If the utilization is known for 
THE WEEK to be, for example, but 7 projections, we 
have a relationship of 7/750 or about 1:100 ratio for 

The use of the same technique can be made in any 
size school— complete small town units or in large 
systems where utilization at each school building is the 

Standards Must Be Chosen 

It is difficult to establish arbitrarily what should be 
an optimum program in audio-visual communication 
in education. To the end that it should be reasonably 
adequate, it is assumed that the following objectives 
or standards of use are representatix'e. To be sure, 
there are some departments making use of audio-visual 
materials to an extent that the utilization ratio is quite 
liigh whether the use be for motion pictures, slide films, 
3i4"x4" slides, opaque materials, radio, transcriptions, 
museum materials, or excursions. There are likewise 
some departments where utilization is at the lower 
extreme, or "none." To provide a base or point of 
reference, the following optimum performaiice stand- 
ards are set up: 


a. To make motion pictures available for classrooi 

use one situation out of five. 1:5 

b. To make slide films or 2"x2" slides available fc 

classroom use one situation out of five. 1:5. 

c. To provide for the making of motion pictures i 

terms of school needs; i.e., depicting local schtx 

d. To allow for one school trip per teacher per da; 

per semester, or 2 per year. 

e. To make 3V4"x4" glass slides available for clas 

room use one situation out of twenty. 1:20 

f. To provide for and make 2"x2" slides of loq 

significant material. 

g. To use radio once in five situations. 1:5 

h. To provide recordings and transcriptions for u> 
once in five situations. 1:5 

i. To provide for use of opaque projector and mi' 
terials once in twentv situations. 1:20 

The midpoints for each type of audio-visual ut| 
tion show the present practice and future pla( 
practice on a general basis (without allowing foil 
>>ptcial departmental uses). 


Present (1947) and future (1957) anticipated use of eight types of audio- 
visual materials as reported by 100 .American school systems. (.\11 utilization 
data in terms of 1,080 possible use situations jx-r teacher, per school \ear.) 




2"x2" SLIDE 

3i4"x4" SLIDE 



museum .materi.\l 


Current use 1917 
= Anticipated use by 1957 

B> 19:)7 these 100 school 
systems plan to increase 

general use of audio-visuni 
materials (iOO' 

• On tlie basis of six class sitiialiuns per icatlici . pti 
day, or 1,080 situations per school )ear of 36 weeks. 

T A > D A R D S 

fo allow for the making of recordings and tran- 
scriptions of local significance. 

Fo provide exhibit, nmsetim material for T«eek"5 
avaJlabilitT to a class. (3 dav^), 1:50 

fo make turntable available for use 1:3 teachers. 

Make all materials readilv available and accessible 
with the lea^t effort and loss of time on the part 
of the teacher. 

ro produce materials not elsen-here available. 

fo provide the teacher with all a.sMsrance necessarv 
in the effective use of these materials. 

Ho evaluate the program toward constant improve- 
ment and atilitv. 

Fo fjermit mass audience assemblies with proper 
control of sound. 

o allow for adminiscrauve contact with all schoob 
for general information and dJiectiotL 

i reveab a great anticipated growxh in the use 
io-visual materials: however, the growth is still 
accord with opumom standards of use which 
bor would like to see approached. 

100 -Vmerican School Systems Rep>ort On Utilization 
Both Current and Planned 
Data received from 100 United States ■ hool 

systems revealed current use ratios for the several types 
of audio-iisual materials zthich are significant in their 
relation to the ahm-e selected standards. Very hopeful 
and entirely f oking is the estimate vhich 

these same sch>,.. make of their needs— needs 

set up as goals for attainment ten years hence— in 1957. 

The foregoii^ optimum [M^ognnn of objectives is 
given as a base or point of reference. The satisfaction 
and results obtained with less or the accomplishments 
>inth more are not consideratioRS here. The listing 
does permit a generalized standard. With this optimum 
or standard and median utilization data secured from 
100 reprresentative school systems, ve are in a position 
lure. T%'e can measure— "What are tee 
nool system in relation to what is bf _ _. ? 
generally^ or "What are ve doing in our subject 
departments in relMion to tehat is being done in other 


• « * 

.Applring These Standards to Your School 
This report repeals itatu-s and anticipated use of 
audio-%i$ual materials in 100 school ssstems of the 
United States. The standards and current and future 
use make objectise measures, however, against which 
any school ssstem can compare itselL You can measure 
your school system or department h-<- malinz these sim- 
ple calcnlatiops 

1. Determi-- dailv, weekly, tvi:. 

FcM'aclass 5, = d.^ ■ . .. 












Mcrriox picrruRE 

one hundred 
dassroofn situatiorx.> 

danrom sitnaiioiw* 

1 : J ijDe use m j 
c!js-T'>jm situations'' 

1:300 situations 

1:30 situations 


J^i-rf" SUDE 

'.4QIJE ntojEcrrcHi 

















■ -'■ 

\ . A! 

■ : .# 1 







-e per teacher per scabcstci 
a tkipaied to be beyond \i. 


For a school: 6 times teachers for daily base. 
5 times daily base for weekly base, 
weekly base times weeks for yearly base. 
For a system: same as for a school building. 
(This provides the maximum opportunities or situa- 
tions or class meetings for some kind of learning with 
some kind of presentation.) 

2. Compare local performance against present average 
status, anticipated future performance, or present stand- 
ard performance. 

A school has 25 teachers, classes meet once daily, school 
is in session 30 weeks. 

a. Daily base is 150 meetings. (6x25 teachers.) 
Weekly base is 750 meetings. (Daily 150, times 5) 
Yearly base is 22,500 meetings. (Weekly 750, limes 30) 

b. 1:100 utilization of motion pictures times base of 
150 gives local utilization of li/o projections needed 
daily to equal present median, or 7i/2 projections weekly, 
or 225 projections yearly. 

1:20 utilization of motion pictures times base of 150, 
750, or 22,500 gives local utilization of 71/2 projections 
needed daily or 371^4 projections weekly, or 1,125 pro- 
jections yearly to equal future median standard. 
1:5 optimum utilization of motion pictures times base 
of 150, 750, or 22,500, gives local utilization of 30 pro- 
jections needed daily or 150 projections weekly, or 4500 
projections yearly to equal opliinum. 

Corresponding uses made of any other type can be 
applied when once the base is established. When utili- 
zation is established, the next stej) is to consider needs 
of equipment and materials. This will be the nexi con- 


One inch angle iron for uprights. 

One inch by one-eighth inch band iron for 
reel bracing. 

One inch thin walled conduit for push 

Two pieces of twenty-by-twenty-six inch 
bv one-half inch plywood for platforms. 

One-quarter inch round rod for cord reel. 

Four rubber tired coasters, at least three 
inches in diameter. 

By Victor H. Schmiit 

In charge of Visual Instruction 
fVest Allis IVisconsin School of Vocational and Adult Education 


I.\ VOLR SCHOOL do \oii lia\e the problem of 
carrying heavy projection ecjiiipnient from one 
end of the school to the other? In the West .Allis 
School of \ocational and .Adult Education, we bring 
tlic ■■mo\ie'" to the classroom by having the ecpiip- 
nient on wheels. Our machine shop and the welding 
department built carts which would enable us to 
move e(]ui])ment into any classroom and set it uj) loi 
use in fne minutes or less. Each teacher is irainetl in 
the proper handling of e(}iiipmcnt, and now the 
"movie" takes its place as a teaching aid with much 
less difficulty than it did when e(]uipmcnt had to 
i)e caiTied. 

The carls have also sui't'd materially in the cost 
of repair of amplifier units and replacement of pro- 
jector lainj)s. Since there is no longer an\ reason or 
need to jar the projector itself in transporting it, the 
possibility of damage to sensiii\e mechanisms is 
greatlv diminished. 

In schools which do not liave ele\alors to move 
e<piipment from floor to floor, the cart should be 
niade with handles on either side so that it could be 
carried "litter-like" u]) or down stairways. 

Hire is the completed pmjector stand hittll in 

the sliops of the West Allis School to the 

specifications outlined by the author and 

illustrated at tlir lop of this page. Other 

excellent stands similiar to this one 

may be purchased ready-made from 

commercial sources. 

DECEMBER • 19 47 


This group of Omaha students is 
working on the radio program , 
"Everyday Science." It was built in 
cooperation with the City Health 
Department and was titled specifi- 
cally, "Under the Microscope." 

li;i and some of its neighbors 
arc- not nicmbers of the "May- 
ll()^\^^ crew in educational radio," 
one must look at rhe map. Deep in 
the bosom of the nation, Nebraska 
lies rather well sheltered from the 
"winds" that tug at the coastal out- 
skirts. While they go about putting 
"First things first," Midwesterners 
oiten lake their time, squint into the 
distance, and chew their straws med- 
itativeh before coming out with 
full-fledged adoption papers for the 
])iecocious infant, radio. 

Vhh newcomer made its appear- 
ance in the Omaha school system in 
the spring of 1944 with all the fore- 
;\arning of an accideiu. One day 
tlicrc was no such thing. The next 
(hi\ the superintendent annoimced 
lo a newly formed radio committee 
iliai iliere was! Station KOWH, a 

network affiliate owned and oper- 
ated by the Omaha World Herald, 
had offered the schools free time, 
(hoice time in fact, with all the 
"trimmings." And those trimmings 
were not to be sniffed at! Available 
to the schools were to be the help 
of radio personnel, transcription 
ser\ice, daily pidalicity, printed pro- 
grams, and provisions for rehearsal. 
It was a good deal for the schools, 
bin what to do with it"- There was 
no time for temporizing since the 
(nsi program was to be aired the 
next week. The general theme of 
the broadcasts was hoped to be anti- 
dotal in effect to juvenile delin- 

}u\enile delincjuencv was an old 
song for the schools. All the com- 
mittee had to do was find new words 
for it, which it did under such bra\e 
program titles as "Little Things 

Coinit," "Leave It to Youth," Pre- 
\iew of a Citizen." The title of the 
series, "^\'e March ^\'ith Faith," was 
suggested by a high school student, 
and it set the theme in the minds 
of the listening public, as it was 
optimisticallv referred to. 

At last everything was on paper. 
Only the task of getting on the air 
remained, and this was accomplished 
with all the lost motion of too man\ 
cooks. Every week a dilferent group 
of people in a different school broke 
socf only to learn how much harder 
it is to write a short script than a 
long one, how much practice is re- 
qinrcd to write for the ear rather 
than car and eye, how much effort it 
takes to get a cast "off the stage" 
and up to the microphone in its 
technique: in short, HOW MUCH! 

The first series closed on a happier 
and %\'iser committee. The members 

Here a group is slioxrn listening In a re- 
cording of a rehearsal prior to the final 
broadcast ox'er an Omaha station. 



By Mary Dale Steele 

Radio Program Director, 
Omaha Public Schools 



The most successful series is pro- 
duced under the heading suggested 
by one of the local high school stu- 
dents: "We March With Faith." To 
date, this series has been produced 
oi'cr a three and a half year span. 

had pitKliited creditable shows which 
were dramatic and in good taste. 
Tlie\ had usetl a few drops of the 
"stuff" tliat is supposed to make 
people listen without throwing in 
the whole bottle. .\nd people lis- 
tened! There was evidence, too, that 
listeners gathered from the drama- 
tizations an idea of the underhing 
prograin of the schools in training 
for citizenship even as some dis- 
missed the show with a twist of the 
dial and the succinct commenl. 

■^es, the committee was happici. 
hilt it was far from satisfied. Radio 
can and must do more: so with a 
few life-giving \itamins from the 
budget, the committee set out first 
of all to give a semblance of struc- 
ture to the entire effort in radio. 
.\ program director was appointed 
and gi\en the assignment of plan- 
ning programs, writing or obtaining 
scripts, and producing the broad- 
casts. The committee assumed the 
task of making radio, both local and 
national, a service to the classroom 
and to the home listener. That 
assignment is now extending into 
other considerations which include: 
listening standards, curriculum en- 
richment, a transcription library, re- 
ceivers for every school, and the 
more remote prospect of an educa- 
tional station. 

.Meanwhile, Station KOWH has 
extended its offering of time on the 
air so that we now have the superin- 
tendent's broadcast, which is made 
by direct wire from his desk, and a 
weekh. high-school forum and 2:.^0 
p.m. time "across the board" allo- 
cated to transcribed or live broad- 
casts bv the public schools. "We 

.Marth \Viih Faith'' now covers a 
number of program types, but con- 
tinues under its original title prin- 
( ipallv because it has established it- 
self locally under that caption in its 
lifetime of three and a half years. 
The highlight of its career came in 
April, 1946, when the program series 
and Sation KO\\'H were selected for 
a Pcabody .\ward by the University 
of Georgia and the National Asso- 
ciation of Broadcasters. 

But whatever the i\pe of ]>r()grani. 
ilu i)roadcasters constantly bear in 
ininil the fact that they are using 
the facilities of a commercial station, 
whidi implies certain standards of 
prcjduction. Programs must point 
toward an educational objective, 
certainly, but they must do it with 
some of the tricks of the radio show- 
man. This is a good thing for teach- 
ers, who have become a little spoiled 
by the fact that they are provided 
\viih a classroom audience which is 
bound by custom and courtesy to 
listen regardless of the quality of 
the presentation. Effective classroom 
teachers ha\e always used the tricks 
of good showmanship. B\ instinct or 
design they have known how to cap- 
lure interest and encourage partici- 
pation. This artfulness is indispen- 
sable to the program builder, script 
writer or broadcaster. 

The use of the commercial station 
for school broadcasting, however, 
places still another consideration be- 
fore the radio committee. Obviously, 
the programs cannot be tied closely 
to the subject matter of the curricu- 
liun since the topics must have wide 
appeal, or there is little reason for 
applving the broadcasting method 
to them. However, if schools are to 

invest time and money in radio, that 
mediiun must do an educational 
"job"— one that is abcjve and more 
effective than that which can be ac- 
complished in the classroom with 
traditional tools. This problem is 
sohed partially by the fact that radio 
has a unicpie ability. It does not al- 
wa\s need to teach a class or subject 
in order to jjrov ide a educational ex- 
perience. In fact, it seems to be most 
c'ffecti\e when it sidesteps the job of 
giving out facts and isolated items 
of information and becomes a weav- 
er of facts or learned items, building 
them into a pattern which makes 
sense. Radio deals effectively in atti- 
tudes and generalizations which it 
treats with broad strokes, dramatic- 
ally and colorfully, but school radio 
is at its best when it furnishes a 
springboard into a new interest or 
activity. Certainly, a radio program 
which can accomplish any one of 
these objectix'es consistently and si- 
multaneously for a great number of 
classrooms has paid its own way iti 
the educational prograin even 
though it uses commercial facilities. 
In Omaha, however, we exact one 
more condition of the radio pro- 
gram, and if those programs have a 
unique quality, this is it. Every 
l^rogram nuist serve as a meeting 
groimd for school and connnunitv. 
The task of building that intangible 
something called "good public rela- 
tions" becomes an adventure for the 
participants on "We March With 
Faith" programs as pupils meet the 
experts in many fields, visit them, 
explore their "habitat" and build a 
radio ]3rogram together. We have 
discovered how much good teaching 
opportunity is going to waste every 



19 4 7 







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auditoriums, classrooms or group 
training. Just ttie thing for ottiletic 
instruction and coaching. Weighs 
only 12 lbs. complete with batteries. 
Con be used indoors or outdoors. 
The Siltronic Company. Point BIdg., Pgh.. Pa. 




Only $75.10 complete with batter- 
ies. $78.10 West of the Rockies. 

Emergencies • Crowd Control • School Shows 

1 The Siitronic Co. 


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. J 

Radio: Omaha Pattern 

(continued from previous page) 
day because of the failure of schools 
to bring the "knozv-how" of profes- 
sional and trade peofAe into the 
classroom via radio. The fact, that 
in no instance has a member of the 
(onimunity refused the opportiinitv 
to work with the schools regardless 
ol the pressure of time and e\ents, 
is evidence that the public, too, feels 
the \enture to be worth-while. 
Combine Audio and Visual Ideas 
In the series, "Everyday Science," 
wr have found an opportunity to 
lonibine audio and visual education 
into real experiences. The trip to a 
packing house was the basis for, 
Beware, Pink Meat, with packers and 
government inspectors appearing on 
the broadcast with the pupils. So 
You're Wearins a Rabbit grew out 
of a trip to the furrier who had 
trapped for twenty years in the Hud- 
son Bay area, and had turned nat- 
lualist and author as well. To the 
observatory, the Weather Bureau 
and numerous places where people 
are at work making life more secure, 
convenient and interesting, pupils 
go to enjoy an educational experi- 
ence which culminates always in a 
cooperative broadcast. Care is taken 
to see that these shows, which are 
transcribed for repeated use, are 
more than leisure conversations. 
They are dramatizations with a bit 
ol conflict or suspense and a liberal 
topping of fun. 

Pupil Activities Make Pro(;ram 
Another program type. Youth In 
Person, has had an interesting time. 
It presents individual children and 
older pupils who have created ad- 
\enture for themselves through spe- 
cial interests and abilities. The ex- 
(lusive "orders" of magicians, pigeon 
racers, entertainers, electrical wizards 
and others clamor for a hearing on 
these programs. The war made world 
travelers of many children who are 
now able to provide surprisinglv 
good sidelights on life in oilur lands. 
The Tumble Seat (hiiz is another 
program type which has served teach- 
ers, pupils and listeners rather well. 

The title comes from the ingenious 
contraption which Avas built by a 
high-school science class and is 
known as the "chair of knowledare." 
Pupils compete with it rather than 
^vith each other on these c]ui/ sho^vs 
in which ihe contestant must keep 

his head in order to retain his seat 
in the chair, which promptly buckles 
at the "knees" and ejects him if the 
wrong answer is given. 

Wide Range of Progr.\m Interests 

Subjects for quiz shows max be 
the Constitution, wcjrld events, 
American fcjlk music or local history. 
Even mathematics has been given a 
chance, and here, as in every fjroad- 
cast, members of the school and 
community work together. This was 
accomplished in the mathematics 
(juiz by asking utility companies, 
dairies, banks and stores to submit 
practical problems relative to theii 
lines of business for <|ui(k solution 
on the air. A liberal sprinkling ot 
trick problems interspersed witli mu- 
sic, which was stopped by the bell 
as the correct answer was gi\ en, made 
a lively broadcast. Parents and busi- 
ness men commented, "Those pupils 
know more than I did at their age" 
and "I guess the schools do teach 
arithmetic after all." 

Social usage, vocabulary building, 
speech habits— all interest the per- 
son, in school and out, who is am- 
bitious to keep his best foot forward 
and will listen to any help the radio 
can give him. There is always a way 
for the public to make its contribu- 
tion to each broadcast in cooperation 
with the schools, and that way is 
ivell worth the effort it entails. 

CioMMtRciAL Outlet No Handicap 
The total experience, then, which 
we have had in educational broad- 
casting in Omaha, indicates that the 
use of the commercial station is far 
from a handicap in providing an 
interesting and informati\e listening 
period for the classroom and the 
home. It aids the teacher, also, in 
bringing a world of experiences to 
the classroom which cannot be ob- 
tained by other means. It furnishes 
a varied audience and encourages a 
degree of showmanslii|) that is a 
beneficial exertion lor e\erybody. 
With its simple. \ i\ id language radio 
can cut across grade, age and subject 
lines, and deal with the common 
heritage of all peoples. This heri- 
tage is choice grist lor the mill ol 
the educational broadcaster. 

To present this material so etfec- 
ti\ely that it will become a ]jart not 
onlv of what the listener hears but 
^vill remember as well, is, as much as 
an\ihing. the Omaha plan lor school 



A Report on Educational Recordings 


conviction on this score is the two- 
vear project just completed %vhich 
has made available to elenientan. 
schools a completely new Basic 
Record Librar\ combining for the 
first time in one package phono- 
graph records and incorporated 
teaching notes. 

"All 21 albums in this Basic 
Record Librarv were newh recorded 
expressh for elementar\ school use 
in order to present music on the 
level of the elementarx- school stu- 
dent." Mr. Knowles explained. "Dur- 
ing research for the project, the Li- 
brarv of Congress was frequently 
consulted for original interpretations 
of manv of the selections. 

"Complete teaching suggestions 
are provided for each of the 370 com- 
fxKitions in this Basic Record Li- 
brarv. and the collection covers such 
acti\ities as Listening. Rhythms. 
Singing, Toy Bands, Christmas. Sing- 
ing Games. Indians, and other topics. 

"This basic library is a logical 
outcome of RCA. X'icior's continuous 
activities in the audio-visual field 
ever since 1911 when the Company 
pioneered in music appreciation in 

In addition to the new basic li- 
brar\-, Mr. Knowles pointed out that 
the RC.\ \'ictor catalog includes a 
wide range of non-musical record- 
ings, particularly in the dramatic 
field. Poetn offerings, for instance, 
include an Anthology of English 
Lyric Verse interpreted bv Cornelia 
Otis Skinner, with musical inter- 
ludes; readings from her poems by 
Edna St. \'incent Milla\; selections 
from Walt Whitman's Leaves of 
Grass, read by Ralph Bellamy; and 
a recent Recordrama. The Rubaiyat 
of Omar Khayyam , presented by 
Ralph Bellamv and the RCA \'ictor 
Chamber Orchestra; and the peren- 
nial favorite. The White Cliffs of 
Doier, rendered bv Lvnn Fontanne. 

"Of course no drama collection 
would be complete without good 
representation from Shakespeare," 
Mr. Knowles added, "so we have 
reading from Hamlet. Henry I'l, 
and Macbeth by .Maurice Evans. 
Judith Anderson and supp>orting 
cast, as well as Scenes from Shake- 
speare's Plays bv Cornelia Otis 

"It seems to me tliai an\ student's 
appreciation of history can be made 
more \i\id by the pure drama of 
Thomas Paine's The Crisis, as re- 
corded by Paul Muni; and bv scenes 
from the plav Abe Lineal Ji in Illi- 
nois, rendered bv RaMnond Masse\. 
For more contemporar\ historv, the 
teacher may find effective the record- 
ing of the late President Roosevelt's 
.\ddress to the Congress of the 
United States, as broadcast to the 
nation on December 8, 1941. 

"At a lime when nations are 
striving more and more to under- 
stand each other, it seems especially 
apropos to give students the flavor 
of music of other countries. For in- 
stance, Pan-.\mericanism comes 
right out of the realm of theory and 
becomes a living thing in the class- 
room through recordings of national 
anthems of Latin American coun- 
tries, as well as songs and ballads 
of our .\merican neighbors to the 
South. These musical recordings 
can be effectively coordinated with 
the teaching of Spanish. In two vol- 
umes under the title "New World 
Spanish." we have available an in- 
struction course recorded for RC.\ 
\'ictor by native Spanish-.\merican 
sf)eakers from Peru. Colombia, and 
Chile to demonstrate accuraielv the 
conversational use of the language. 

"This brings me to a jKjint which 

IS very close to our heart at RCA 
\ictor. Practically evenihing we do 
is directed toward the advancement 
of human understanding. This 
applies to radio, to communications 
systems, to television. It applies to 
all audio-visual teaching aids. Re- 
cordings—whether of music, drama. 
speecJi or other subjects— constitute 
an important teaching tool. Here 
is a tool with v^hich educators can 
reach the hearts and minds of stu- 
dents in order to develop the tvjje 
of human understanding that the 
world so wreath needs lodav." 

Columbia Predicts Growth 

♦ Xancy Sokoloff. educational di- 
rector at Columbia Recording Cor- 
poration, told us that Columbia's 
educational product is due for a 
terrific expansion during the next 
five years. 

"Our big problem," she said, "is 
to meet the demand for any record- 
ings. Right now our plants are work- 
ing overtime to tuni out enough 
records to even paniallv fill our 
orders. But we're building new 
plants, and hope to catch up before 
too many months go by." 

Columbia's educational catalog 
includes items in the music field, 
such as violin, cello, piano albums, 
five volumes of 16 sides each on the 
historv of music, psalms, songs. 

♦ Miss Sokoloff's statement will be 
continued in Part // of this special 
report, to be published in the Jan- 
uary. 1948 issue of See & He.\r. 


19 4 7 


Audio -Visual 



Recommendations of a National Committee of Fourteen 


ing and extending their use of audio- 
\ isual materials is an essential part of an 
audio-visual program. Man\ techniques mav 
be emploved. It should be pointed out that 
teachers are already using many of the tools 
classed as audio-visual, such as: the black- 
board, bulletin board, globe, maps, charts, 
magazine pictures and posters. When teachers 
discover new tools and methods which make 
their work more interesting and effective, 
thev will welcome the opportunit\ to use 

Suggested methods for creating interest in 
training are: 

1. A school or departmental meeting is held 
by the director or other qualified person who 
demonstrates the values of proper luili/a- 
tion of audio-visual materials. 

2. A sample integration of materials to a 
specific unit of study is presenicd to show 
how audio-visual materials will arouse in- 
terest and increase learning. 

3. Reprints or condensations (jl ai ticks ik- 
scribing new methods and the results of 
recent research in the audio-visual field arc 
placed in the hands of all teachers. 

An in-service training program must ha\e 
definite objccti\es if it is to be worthwhile. 
Following the listing of objectives, se%eral 
patterns of training are given. All are closelv 
related and several may be carried on at the 
same time. The questions are to be answered 
by the director and those with whom he is 


1. Knowledge of sources and t\pes of equipment and 

2. Effective methods of using audio-\isual materials. 

3. Knowledge of equipment operation. 


A. The Classroom Teacher 

1. Does every teacher ha\e available a listing of the auditj- 
\ isual materials owned by the local school organization? 

2. Has the teacher ready access to informatioir on other 
sources and types of audio-visual malerials? 

3. Is the teacher furnished an up-to-date annotated list of 
materials which are specifically useful to the subject or unit? 

4. Has the teacher the opportunity for inter-class or inter- 
school visitations? 

5. Is the teacher provided continuous training in the use of 
audio-visual equipment? 

6. Is the teacher provided continuous assistance in the proper 
utilization of materials? 

7. Is the teacher given continuous encouragement in the 
development of new classroom methods? 

8. Is the teacher given frequent opportunity to see the value 
and need for local production, such as: sand table, models, 
filmstrips, charts, slides, and bulletin boards? 

9. ^'Vre manuals or study guides made available as supple- 
ments to audio-visual materials used? 

10. Is the teacher provided opportunity to evaluate and recom- 
mend new audio-visual materials for inclusion into the 

11. Are new teachers acquainted with the policies, materials 
and equipment of the audio-visual department? 

B. The Building Principal 

1. Does the principal secure or receive summaries ol audio- 
visual information and discuss it with the teachers? 

2. Is there in the building an up-to-date audio-visual library 
which is accessible to and used bv all teachers? 

3. Does the principal encourage teachers to take audio-visual 

4. Does the principal encourage the formation and growth 
of permanent exhibit materials? 

C. Formal Training 

1. Are accessible extension courses ulleied? 

2. Are teachers notified and encouraged to attend institutes, 
meetings, demonstrations, workshops and summer school courses 
in audiovisual methods? 

3. Is a course offered by the local audio-visual department? 
This may be in the form of an institute or a series of evening 

4. .Are conferences held following formal training to enable 

teachers to discuss and ]ilan jiractiral applications? 

D. Departmental or Sch(K>l Meeting 

1. Are demonstration classes held so that teachers may see 
methods of using audio-visual tools? 

2. Are provisions made for practice with equipment? 

3. .\re suggestions for improvement of the audiovisual pro 
gram sincerely requested from the teachers? 

.Audio-Visual Education Conunittee 

1.* Is an effort being made lo have existing committees ex- 
amine audiovisual materials in subject areas for the purpose 
of curriculum integration? 





^ ' 
















2.* If not 1, are new committees formed for this purpose? 
3. Are committee recommendations concerning selection, evalua- 
tion and utilization made available to all teachers concerned? 

* In a committee evaluating any material, represenlalives for similar subject areas on a differ 
ent grade level sfiould be included. 


In an efficient program all itinis will be checked in the "In Most ol ihe Cases" column. Check 
in "In Half Ihe Cases' indicate that some work is being done but that there is room for im 
provemcnt, while checks in "In a Few Cases" indicate that there is dire need for immediate actior 



I \ f\ 


.\re rental, purchase, l<xal prtKluction. and free 
or loan sources beii^ used to obtain that which is 
desirable of the follo^dng material? 


Film Silent — Sound) 

iilmstrip Silent — Sound i 

SUdes 314X4 and 2x2; 

Flat Pictures iSets or magazines i 





Drawing and sketches 







Community Resource^ 

Exhibits Museum Material i 





Are selected curriculum materials currently available to the 

.\re cuniculum subject and grade lists of material in the 
hands of teachers? 

Are satisfactory arrar^ements organized for the scheduling, 
procurement and deliverv of material? 

Are satisfactory arrangements made for the repair and main- 
tenance of materials? 

Are facilities provided for the storage and preservation of local 

Are production supplies readily available? 

Are student and teacher lesson manuab and guides made 
available and used? 

Is advice and assistance readily available concerning the use 
of material and its production? 

Does the school board sanction the use of field trijjs and com- 
munitv resources? 

Does the school board provide transportation in bonded 
carriers on field trips? 

Has a study been made to make teachers aw^re of community 
resource opportunities at various grade-levels? 

Is there administrative coordination to prevent duplication 

at \-arious grade levels? 



♦ Fhis chart is designed lo assist the schtxjl 
-niministrator in the selection, location and 
use of audio-visual materials. A well-organized 
inventorv. distribution and storage plan are 
needs that are indicated as being desirable 
tur the efficient use of these materials by the 

.\n efficient program will have all items 
checked in the column headed, "In Most 
(.ases"; however, this does not mean that 
there could not be further need in some 
specific instances. For example. "Slides" 
might be checked in "In Most of the Cases" 
column yet it would be possible that not 
enough slides were available to meet the de- 
mand. Checks in "In Half the Cases" column 
indicate some effort and work, but further 
{progress and improvement are needed. 
Checks in "In a Few Cases ' column indicate 
a weak situation which calls for immediate 
action and organized effort. 

.A.t first glance the audio-\Tsual materials 
score sheet apjjears as an over-simplification 
of the problem. It can be this, unless great 
care is taken in utilizing this score sheet. 
Ob\ iottsly, it would be unwise or very unre- 
\ealing to try to answer the question on films, 
silent and sound, utilization, for the school- 
wide situation. This certainly should be 
broken down into classroom or departmental 
situations or grade-level situations: primary, 
intermediate, junior and senior high school. 
For this reason, then, the administrator or 
the supervisor, or the teacher group using 
this score sheet, "Audio-\'isual Materials," 
should immediately mimeograph sufficient 
copies so that thev may be distributed widely, 
even down to a teacher-by-te'acher level, so 
I hat thev mav later be tabulated by a cen- 
tral group, the teacher committee, the super- 
\ isor. or the administrator. This warning, of 
course, applies to the materials available for 
use, classroom bv classroom, department bv 
tiepanment, grade level by grade level, or 
building bv buildins;. Thus, this score sheet 
tor audio-visual materials must be adapted 
to the local situation as its demand for adap 
tation seetns wise. (to be contim ed> 

♦ -Meiiibets .<i tiie national i.nniiiuice which has recom- 
mended this instrument for evaluating an audio-visual 
program are: 

Esther R. Chaiclin, Seu- York Public Schools. 

Marion R. Bradbeer, Supen'isor, A-V Education, 
Spring Valley. Illinois. 

C. .\. Brannen, .Audio-Visual Director, Brazosport, 
Texas, Schools. 

Lois Brown, Teacher, Clex'eland, Ohio, Public Schools. 

.\rthtir P. Hoffman, Teacher, Sheboygan, Wisconsin, 

Thomas H. Boardman, AuiU'r-l ••i<<.ii Diicii<:^y, In-t- 
port. Illinois. 

Laura May. Principal, Cleieland, Ohio, Public Schools. 

\iaor Schmitt, Teacher, West .illis, Wisconsin. 

J. Wendell Dayton, .-iudio-Visual Dealer, Tennessee. 

Laura Twohig. County Supen-ising Teacher, Wisconsin. 

H. W, Embrv, Supervisor, A-V Education, Dallas, Texas. 

Lyell J. Moore, .Audio-Visual Director, Mason City, 

Glenn F. Olwell, Vocational Coordinator, .Madison, 
Wisconsin, Vocational School. 


1 9 4 


Audio-Visual Center 
for Teacher Trainees 

By Louis Slock 

Chairman, Audiovisual Committee 
Eau Claire Teachers College, M'isconsin 

Recording lesson are part of the 
teacher training program at Eau 
Claire State Teachers College. 

(Above) Miss Junhius, primary 
critic teacher, plans a recording les- 
son with txvo of her student teachers 
and sixth grade cliildren. 

(Chart: right) Regardless of how 
crowded the school buildirjg may 
be, there is ahuays room, provided 
an interested committee decides 
there should he. 



teach student teachers the 
techniques ot handling \ isual 
aids equipment and materials with- 
out a room in ^vhich the equipment 
and materials might be used to good 
advantage?" was a question with 
which the Visual Aids Committee 
had to contend during the winter of 
1945. A survey revealed that the col- 
lege owned considerable audio-visual 
equipment but it was found to be 
scattered over a number of places in 
the building. Much of it was not 
being used to good advantage. 

The only rooms which could be 
darkened successfully were the audi- 
torium, a biology lecture room, and 
a physics lecture room. None of 
these could be considered as desir- 
able rooms in which to teach die 
course of Audio-\'isual .\ids. nor as 
favorable locations for the preview- 
ing of films by teachers, nor for the 
teaching of demonstration classes in 
the use of audio-visual materials. 
But there is alwa\s space— some 
where! A survev of the buildinsr 

revealed a room formerly used as a 
manual arts room to be available for 
use as an audio-visual center. This 
room was supplied with 110 volt A.C. 
outlets, the ceiling was covered with 
acoustical tile, and the floor was 
covered with rubberized tile to re- 
duce noise. .Six rather small windows 
were darkened. We now had a 
classroom-laboratory for audio-visual 
work. The room, tweniv-four by 
thirty-six feet, acconiinodates up to 
fiftv college students and permits 
demonstration class work bv college 
uistructois while student teachers 

By attaching a small spotlight 
well to the ceiling near the back of 
the room and having it shine directlv 
down on the arms of the chairs, it is 
possible to have plentv of light for 
note taking during preview sessions 
by the teachers or by the students. 

We centralized audio-visual equip- 
ment and materials to offer the fol- 
lowing advantages: 
1. The equipment would be made 
availaiile for use in, or could be 

3hde ^^. ere 

Vcrr hiac Akeori 

24--0- X 36-0- 

^safj /6-0" Airr^ Scrrcn 




scliidulid [or use from, a ccntrali/cd 
poini known by everyone. 
1^. All ecjuipnient ^^•ollld be repaired 
ami kept in ser\ice by someone 
charged wiih thai responsibility. 
.S. Denioiisiraiion classes coidd be 
easily arranged by bringing the chil- 
dren to the room at any scheduled 
lime without making it necessary to 
pri\ide iemporar\ darkening. 
1. The room icoiild grratly farili- 
tale teacher and student preview of 
filins. fjhnstrips. slides, records or 

."). 1 he room would ser\e as a lab- 
oratory in which students have ac- 
cess to equipment and materials. 
6. .Ml catalogs ol fdms. scjinces of 
\ isual materials, etc.. would be ceii- 
iralh located and in the hands of an 
interested person who woidd assist 
other teachers in l)uil(!ing an effec- 
tive program. 

The radio, turntable, opacpie prcj- 
jector, Fdmstrip macliines, and slide 
projectors are all cptic kly made ready 
for s( hool-of-ihe-air programs, tran- 
scription plaxing, record playing, giv- 
ing of music aptitude tests, or teach- 
ing of foreign languages. 

Today the audio-visual room is 
used by so man\ instructors that it 
is necessary to post weeklv room 
schedules outside the door and to 
rec|uest the person desiring to use 
the room lo arrange for ii well 
in advance. Today nearly all of the 
students majoring in education elect 
to take the A-V course before gradua- 
lion and dozens of teachers return 
to the college to take the comse as 
an in-serxice training comse dining 
the summer sessions. .Such interest 
and enthusiasm has well repaid the 
lommiitee for its efTorts, and we 
hcjpe to continue building oui |)iii 
gram h\ adding equipment and 
materials and ecjuipping more class- 

• • « 

Christmas Film Ideas 

( CiONTIMH) I ROM I'Al.r VI 1 

posing their side to the paper, firsc 
in building up border designs, and 
later in drawing objects. 

For the upper graders the bujad 
stroke technique offers an outlet (»l 
freer expression: children loxe ilu 
large flowing lines, the strokes out 

cjf which the imagination creates all 
sorts of stimulating im<iges. .-\s one 
of the children said, "Just swing a 
long, curved line on your paper, and 
there you have something!" That 
one large stroke suggested a whole 
form to her. 

Thus, we used three good teaching 
films as a motivating device upon 
which to create many of our Christ- 
mas expressions. The surprising 
thing was that often students whom 
I had before thought less talented, 
learned so much information and 
were so interested as the result of 
their film experiences that they 
startled me with their creative work. 
Seeing these films left the student 
with a ( hallenge lo go ahead and see 
what he could do. Now, he had been 
able to observe new information 
just as easih as his previously more 
fortunate classmates. To do better 
leaching, I continue to explore the 
whole field of visual materials to 
Hud those things, which in a clear- 
(111. fascinating, graphic way, will 
ins|)ire voung learners to greater mo- 
ii\ation. I call this using films in 
iii\ art teachin". 


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no substitute can take the place of a good book. 
But a fine motion picture can make the book 
much easier to understand and remember. 

Take Johanna Spyri'i Haidi, 

for exompie. For generations 
children hove loved this book — 
but fhey often hove difficulty in 
understonding certoin wordf and 
expressions. Now they ore obl« 
to see the book come to lite on 
the screen. In the motion picture 
Heidi they can see all those 
details which would take many 
hours to explain. 

The itiollon piclor* ««id/ :• di.lrlbul.d \>1 fllmt lntorporal«J in 
16 mm. for ihowing on Kt>ool pfOi«torS It ii one of •♦v«rol hundrwJ 
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selected for tctiool .howing To get the lull tlory of lti« ler^kei whkll 
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films incorporated New Yoric i>-33o w.h 43nd sir..i 

Cllicogo 1 -64 E- Lake Sl ■ Porllord 1 2, Oreg-'l ' N TillomooW St ■ Atlonlo 3-101 Morletio St. 
iam Froficixa 4-68 PoM St ■ DalJai I - 109 N. Aliord St ■ Loi AngaJ<i 44-8479 Melroie *.e. 


19 4 7 


MV' used the film Far Western Stales" {EBl) lor a 
general ot'eriiieu' of our land and of our resources. 

I'licn we correlated visual materials into our unit to 
give us more detailed information. (See Specimen I) 

Correlating Education Films 

Mvith the Course of Study 

ha\c been made to more 
effective use of educational 
films in our classrtxjms, but reports 
still reveal that a majority of them 
are used as "shows" instead of as 
tools ui illustrate specific points or 
enrich objectives set up for units 
being studied. Proper use of educa- 
tional films has helped many King 
Ciounty teachers make their class- 
room work more effective by en- 
abling them to speed up the pupils' 
learning processes, broaden their 
learning hori/on, and add to their 
lessons that spark of interest which 
results in more meaningful activity 
and longer retention of information 

There are more than four hun- 
dred educational films in the King 
Onmty Visual Education Depart- 
ment. To insure their being avail- 
able when recjuested, the library has 
up to four prints of many film sub- 

In order to assist the teacher in 
the use of the film that would be 
most appropriate to any particular 
situation in the schools, a correlation 
project was undertaken during the 

By Donald 1,. Kruzner 

Deputy Superintendent. 
King Comity Schools 
Seattle. Washington 

sunnner of 1946.* Courses of studies 
selected for this correlation project 
included Social Studies — Grades 1 
through 12; Health — Grades 1 
through 12; General Science— Grades 
1 through 9; High School Physics, 
Chemistry, and Biology. A separate 
correlation study was included in 
the report based on reading in the 
first three grades. These courses of 
study were broken down into outline 
form and the correlation of the films 
with the courses of study progressed 
as illustrated in the accompanying 

The various curriculum commit- 
tees of the county assisted in deter- 
mining ihe proper placement of the 
films. In order to ha\e a minimum 
of re])etition in the use of the same 
films, a chart was devised whereby 
each film e\aluated was assigned to 
given subject fields or grades. Very 

• Intcrt-stcd persons should send directly lo Mr. 
Kni/ntT for .i copy of tfie "King Counly Visual 
Lducation Department After Five Years." mimeo- 
graphed. 22pp. 

few films were recommended for 
more than three grade levels or pur- 
poses. This study revealed areas in 
the courses of studies where addi- 
tional films were needed. It also 
showed that the library had an over- 
supply of film subjects in certain 
levels and subject fields. 

.As the educational film is but one 
of the many teaching tools available 
for improving the curriculum, space 
was pro\ided in each unit for the 
listing of additional materials and 
direct learning experiences available 
in the individual school or district. 
It was strongly emjjhasized that the 
correlation recommendations were 
not mandatory upon the teacher, 
but were presented as a general 
guide to assist the teacher in the 
selection of films throughout the 
school year. Each teacher was sup- 
plied with the parts of the siudv 
thai pertained to the grade level and 
subject area handled bv the teacher. 
Each principal and supervisor was 
supplied with a master catalog of 
the complete correlation project. 

It is interesting to note that at the 
same time that this study was made 
a\ailable to the teachers, the film 



section of the Visual Education De- 
partment changed its booki?ig system 
from semester to spot-booking with 
a maximum of a month advance 
booking from ans teacher. This 
combination resulted in tripling the 
use of educational films o\er the 
identical period of a year ago. For 
instance, during the first month of 
operation of the 1945-46 school \ear. 
210 films were sent out to the schools. 
During the first months of of>eration 
of the present school year (1946-47) 
670 films were shipped. 

Rep<irts from teachers indicate 
that these correlation guides have 
Ixren a great help to the busy teacher. 
The\ have insured fuller use of the 
educational films in the library. They 
have resulted in closer correlation 
of films with curricular activity: they 
have stimulated more teachers to use 
educational films in their class work, 
and thev have stimulated the indi- 
\ idual school to classifv their educa- 
tional opportunities and materials 
locally available within the school or 



Life Among the People of Our 
OviTi Slate and Continent 




I. THE P.\CIFIC A. Geographic .Area 

B. Human Use 
]. Lumbering 


(EBF) * 



Harvesting Trees of West 
Coast Woods (slides; 

Fighting Fires in West Coast 
Woods (slides) 

How West Coast Forest Trees 
Grow (slides) 

LIONS (.AC.Co.. 
Fishing in the Northwest 




4. Meat Packing ME.\T FOR AMERICA (.\F) 


2. Fishing 

3. Farming 





ADVENTIRES .\lhn k- Bacon 1939. 

OF BLNNV Johnson (1935) 

Laidlaw ,1940) 

MacmUlan (1939> 

Scott. Foresnian fl94I) 
Winston (1940) 





Rabbit Stori 
Easter Bunny 
Hopping .\Iong 
Peter Rabbit 
The Timid Rabbit 
The Rabbit 
Grav Rabbit 
The Rabbit 
Bunny Bov 
Three Little Rabbits 
Fuzzv Rabbit's 
Easter Card 

• EBF — Encyclopaedia Britannica Films. Inc.. 20 
N. Wader Drive. Chicago 6. Illinois. 

Frith — Frilh Films, Box 565, Hollvwood 2». Cali- 

A.F.P. — .\merican Forest Product* and Industries. 
1319— ISih St.. N W.. WashinEton «. D.C. 

A. C. Co. — .American Can Co., N.Y. Central 
Building. 230 Park .Vvenue. New York. N.Y. 

W.S.-A.C. — Washington State Apple Commission. 
P.O. Box 424. Yakima. Washington. 

AF— Association Films (Y.M.C-A.,. 19 S. LaSalle 
Street. Chicago 3. Illinois. 

BUYS rN A '6 "■;;■. 



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Then check the new De\'RY BANTA.M" 
for its precision construction ... its ulti- 
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(750-1000 Watts 1 for auditorium show- 
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the range of your audio-visual equipment 
budget. TThere's a dual case DeVRY "BAN- 
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Pteoie s«rtd 'tferc'u^e o^ 

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1 9 4 




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See Us for Further 
D'StxjiJs and Dernons+ralion 



«OSS Sunset Blvd., Hollywood 28, Calif. 
Phone: HO-3;343 

"The Oil Tanker' 

55 FAMES — BiW — $3.00 
Inteimediote Grades 

This filmstrip tells tKe s+ory of the 
modern oil tanker in the collectian 
and dis+ribu+ron of oil. Close-ups 
of oil equipment, important parts 
of the ship and key crew members 
are shown. 

• Alsc; 

"Sandy Is A Ground Squiirel" 

Primary Filmstrip 

• In Freporaticr.: 
"Geography Of The Amazon Basin" 

Send Fsr Pr^viev Copies 


4405 Sprinqdale Drive 
tos Anqeles 43, Caliiomia 

I Fight for Peace -With Films 


like that. Now I see how it's possible 
to be one big happy fumilv again.. ." 

Up to this point Gynette Cyner- 
inan. one of our refugee students, 
had been her usual diffident self, con- 
tent to seek the shadows of the last 
row. last seat. For the first time in 
weeks, Gvnette raised her hand in 
challenge — "How can you pick up 
vour hope so much just bv seeing a 
moving pictiu-e which is just very 
good propaganda— sure its very nice 
to study the General Assembly and 
all the other five scenes, but I know 
from what 1 saw and from letters I 
get that in Europe they are not 
thinking of government now — or 
about anvthing but food. They 
would maybe accept any government 
which gave them bread. If we want 
peace, these people must not be in- 
fluenced bv hungrvness — they must 
learn to feel peace in their stom- 
achs. . . . ■' 

With this peroration delivered in 
a voice half angry, half tearful, she 
pulled out of her pocketbook a 
crumpled clipping. She passed it 
over to me. The clipping, an ad- 
vertised plea to help the starving 
millions across the seas, had this title 
in blaring black letters, "Hunger 
.Vlakes Hitlers." 

The moment was ripe for the next 
advance. If the inevitability of peace 
was to become a real and meaning- 
ful hope, it was urgent for students 
to understand that more was needed 
to destroy the isolationism which 
had nearly wrecked us than having 
delegates from nations of the world, 
sitting down together around a fine- 
ly polished mahogany table in a 
well-aired beautifully decorated 
council room. Unless each student 
himself became a citizen of the world 
with sensitivity for his Indian. 
French, Polish, English. Russian 
brothers and sisters, all the ideal 
programs propounded and fashioned 
out of the sweat and strain in con- 
ference rooms would eventually van- 
ish into the thin air of indifference 
and inertia. 

To help make this attitude pos- 
sible, therefore, we showed World of 
Plenty,* a picture of what might be 

* Source: British Information Services. 30 Rocke- 
feller Plaza. New York 20. NY. 

done in planning for the production 
and distribution of food according 
to world needs. There are vivid 
scenes in this motion picture of what 
hunger has done to Europe and .\sia; 
of two haggard young women jump- 
ing at each other's throats in the 
jungle-like battle for a piece of 
bread: of normally civil, obedient 
citizens forced b\ himger to risk 
beatings and jail for a strip of meat. 
The inevitable conclusion is brought 
home with claritv and impact— the 
arrival of demagogues, future Hit- 
lers, who can again rise on the frus- 
trations, the hopelessness, the empty 
stomachs of the people: who can 
again endanger the world. 

The message struck home. I know 
from the ideas and proposals few- 
action brought in b\ so manv of the 
students who had seen the film. 

"Lets go without a meal for a 
dav, the people in this country eat 
too much anyway." 

"Here's 39 ways I just found in 
the paper tellinij us how to save 

"Let's adopt .i group ut Polish 
children and feed them. " 

"Let's go back to rationing. " 

The last proposal ushered in a 
battle royal. The argimients flew 
thick and fast. ".\aah, why worry 
about everybody all over the world. 
Lets clean up our own back yard 
first. We got plenty of poor and 
hungry people right here in the 
United States." Bill Dwight inter- 

"But what's the good of cleaning 
up our own backvard. " was Debbie 
Fisch's sharp retort, "if every few 
vears we get a war that hits us like 
a cvclone and upsets it. Can't vou 
see from the picture that when star- 
vation starts creeping slowly in a 
person like a turtle crawling, the 
person gets more and more fright- 
ened and desperate for help. Can't 
vou see how this will bring another 
Hitler, you— you dope, you?" 

The majoritv of the class seemed 
to share Debbie's view. 

"Don't you call me names just 
because you don't agree with me.'" 
Bill fumed heatedly. 

"Well, you deserve it." others 

That did iti In a matter of min- 
utes the room was bedlam. The 



cliairiiiaii of ihc ilass banged lor 
order, but in vain. 

In the midsi ol ii .ill. Gcoigic 
Kalni bitting next to me in back ol 
the room, leaned o\ei lo my desk 
and with the oracle-like certainty ol 
\oiuh, remarked, "\'oii see— how can 
you ever get peace in the whole 
world, when voii can't even get it in 
oNK classroom. That's one reason 
why / say we'll never get rid of war." 

Georgie was right, 1 concluded. 
L'nless \oinigsters could learn tlie 
principles ot orderh discussion in the 
microcosm that was the classroom, 
,di about peace and order on a 
woi Id scale seemed empty verbiage. 
The next day we interru])ted our 
theme to show the motion picture, 
Parliamenlary Procedures, * a brief 
btit effective account of how a high 
school group, the members of which 
had many CDiillicting opinions on a 
number of issues, still went through 
the order of its business in a gentle- 
manly, sincere and jjinposeful way. 
.\fter "studying" this him. we agreed 
on the \alue of respectful listening, 
waiting your turn to speak, and 
orderly procedure. 

It was in this mood. Inialiv, that 
^ve shc)wecl \oiL' The Peace,** a film 
which in 20 minutes gives a resume 
of what isolationism and appease- 
ment nuam in ilu- j)asi, and of 
what inclitfereiue lo world-wide fam- 
ine can mean in the liiture. It con- 
cludes with an irresistible logic that 
only collecti\e action can bring per- 
manent peace. 

Ihe residts were magnificent! Tfre 
compositions written innnediately 
after the showing of the film, re- 
vealed, mirabile di(t\t. that almost 
90"^ of the class now believed sin- 
cerely that war was pre\eniable. To 
be sure, William Saliei and three 
other students still stuck to their 
guns. "War can't be- stopped," 
they still wrote. 

Their's was now Init a small, 
sickly voice. It was being drowned 
out by the majority who hoped; 

"W'e can do without another war. 
but wc must work and iniite with 
other beings. W'e iiuist learn how to 
share what we ha\e with less for- 
tunate people all o\er the world. 
I felt a chill go down my spine when 
I saw those people in the picture 
walking in bare feet on stone.— But 

" Source: Parliamentary PtoccituTti in Action, 14 
min., $60. Coronet Prcxlutcions. (»lci)vic\v. niinuis. 
*• Source: Sou' tlir Peace, 22 min.. S.W. Brandon 
Films. Inc.. 1600 Broaduav. New York 19. New 

I tell a warm feeling in my iieaii 
when I saw how the men from all 
paits ol the world were planning tc* 
help out. Some day these poor 
pecjple will get their strength back. 
—Some day the I'liiled Nalicjiis can 
build and reconstruct together," 



Look, Listen and Learn by Harry 

Strauss and Roby Kidd, New ^'ork, 
HM7, S:5..^)0. 

♦ This extremely timely book, 
written directly to lav persons in 
terested in exploring and uiili- 
ing the power of audio-visual 
materials of inlormation, is ex- 
cellently done. It covers all jjhases 
ot audio-vistial utilization in or- 
ganizational work, in which the 
lay person is apt to be interested. 
Besides a more than adec]U,He 
treatment ol the jjiinciples ol utili- 
zations and a ijackground ot audio- 
visual education, the book continues 
to develop very specific informa- 
tion on the following subjects: 
considerations to be observed in 
buying equi])meiit, the principles 
ot iitili/ation, responsibilities in 
administration and supervision ol 
the audio-visual program, complete 
bibliographical description ot vis- 
ual materials in religious j)rogranis, 
worshiij, missionarv work and 
world, social, health and jjlivsical 
education, considerations of utiliz- 
ing audiovisual materials in coii- 
temjjlating contemporary social pub- 
lic affairs, and detailed observation 
of technicjues to be oljserved in the- 
locally produced slide film and 
motion picture. 

Without question litis volume. 
Look, Listen and Learn is the best 
single book on audio-visual ma- 
terials of information and their 
use for the lay jjerson. It is 
practical, includes directly useful 
information for the person who is 
beginning the contemplation oi 
this program, as well as tor the 
person who wishes to appraise or 
check the progress he has made in 
his own situation. 

• • * 

♦ Order the best and latest in 
.iiidio-visual reference books and 
pamphlets frrun the See & 
BooKsHKi.F, 812 North Dearborn 
Street, Chicago 12, Illinois. Write 
lor list ol titles available. 




Widely acclaimed Fairy Tale bated on Ruitian folk leg- 
ends, in beautiful color, "One of the beit filmi ... in 
•xcellent color" — LIFE. "A beauty . . . inspired . . . 
recommended for young and old' — TIME Mogozine. 
35 min, 


A fine film condensotion of the two popular comic operas, 
made in France. Based on immortal plays of Beau- 
morchois; music from the operas "The Barber of Seville" 
by Rossini and "The Marriage of Figoro" by Mozort. 
Played by the Orchestre Symphonic de Poris under direc- 
Hon of Louis Mosson. With Andre Bouge os the barber. 
'Goy . . . witty . . . exquisitel" — N, Y. Times. 85 min. 


Rene Clair's hilarious comedy of bankrupt royally, direc- 
tor's romantic love, orchestra conductors, and cheer 
leodert. Written ond directed by Rene Cloir, camera by 
Rudy Mate, music by Mourice Jaubert. With Paul Olivier, 
Max Oeorly, Raymond Cordy. 85 min. 


Eugene Suet celebrated novel, filmed in France with 
music by Georges Auric; an array of brilliant odors in- 
cluding Madeleine Ozeroy, Constant Remy, Lucien 6a 
roux, Henri RoHon, Raymond Cordy and otheri. 


Fomous film biography of Ivan IV written ond directed 
by Sergei Eisenstein; original score by Sergei Prokofieff, 
camera by Edword Tisse. 85 min. 


Oetighflgl itory of (he rite of o new ballet tlor with 
Galino LJIonovo, foremost ballerino, the Corps de Ballet, 
and Maria Redino. 75 min. 


tut R,.ntal R;l. , .,t llu.jk,„t. ./(.(,;,. 


290 - 7th Ave., San Francisco, Calif. 



NEW YORK 1», N. Y. 


19 17 



^ on the Best 16mm 

Educational. . . Entertaining! 


-» ■'^Z Tha greol Georgy Sondor ot the piano. 

■'^^''v^ in renditions of two of Franz Litzl't 

/, moit beloved compositioni; 


An impretsive blending of perfect souni 
recording and vivid comero technique. 
"^ Glortout mutic interpreted by a great 

One reel. 9 minutes. List Price: $25.00 

I 6 Subjects 


s \V^ America'! fovorite songi, stirringly ren 

y ^ ^ dered in Iheir full melodic richness. Run- 

'% ' ning time 3 minutes eoch. Lilt Pricei 

", [ $17.50 each. 

-^"^l .\MERIC.\ 




'-' ''' i JINGLE BELLS 


Available at leading film Libraries. 
Write tar fltlf catalog lo Depf. 36. 


The Accepted fAethod 
of Obedience Training 




— 20 Minutes 

Helen Hayes & 

Lowell Thomoj, 





— 32 Minutes 

Lowell Thomas, 


— 27 Minutes 

Lowell Thomas, 

Three 16mni Sound Films in Color or 
Black and White 

Blanche Saunders, Director; 
toutie Branch, Producer & Photographer 

United Specialists, Inc. 

America's Foremost Producer of Dog Films 


Faculty Meetings 

By Miss Evelyn Kralman 

W'ulla Walla Corinly Schools, H'alla Walla, Wa^iliiiigton 

ganized materials library and 
the finest equipment in the 
world will be useless unless the 
teachers in the school system are 
willing to use them, and are tiained 
to do so effectively. Few teachers in 
the schools today have had any ex- 
[jerience or training in the use of 
audio-visual aids. When a new pro- 
gram is imposed on teachers by the 
purchase of a motion-picture pro- 
jector, it is only natural that they 
may accept it as a haphazard thing 
rather than as a powerful teaching 
instrinnent \vith which to vitalize 
the school curriculum. And that— 
Mr. .Administrator, is where your 
facidty meetings can become an ef- 
fective in-service training program! 
An effective in-ser%ice program can 
be carried on in any local school 
or district. The superintendent or 
principal is the logical leader in plan- 
ning changes. He may a])p()int one 
of his staff who has had training in 
the field to do the job. W^hoever is 
responsible for such a program can 
only h(jpe to succeed if he plans and 
works cooperatively with the teach- 
ers. This responsibility is here broken 
down into parts as follows: 

IHelp teachers recognize and 
• appreciate the place and pos- 
sibilities of all iiisnal aids by provid- 
ing training in correlating materials 
with each other and with the cin- 
riculum. This may i)e accomplished 
in the faculty meeting. Out of these 
meetings may grow such follow-ii|)s 
as: reading, reports, and group dis- 

2.\t later meetings acquaint 
• teachers with a wide \ariety 
of available materials and show them 
the advantages, limitations and in- 
structional possibilities of each. This 
nia\ best be followed up by making 
materials available to teachers for 
experimental use in the classroom. 
•Some guide for evaluating materials 

shoidd be put into their hands to 
aid them in making critical evalua- 

3 Instruct teachers in the proper 
• techniques and procedures of 
developing audio-visual lessons. Dem- 
onstration lessons may be presented 
before faculty meetings and be fol- 
lowed by discussion ot most effective 
methods. Demonstrations are defi- 
nite, realistic, practical, and reassur- 
ing. Teachers think, "Oh, I can do 
that." These demonstrations may be 
furnished by teacher-training films, 
resource persons, or best of all, 


ST.^FF. The principal shoidd recog- 
nize good teaching practices not only 
to encourage the creative teacher, 
i)ut also to bring others up to a 
higher level of skill. 

4.\cquaint teachers with cvalua- 
• tion plans. .After teachers be- 
come acquainted with various kinds 
of materials and techniques and have 
had some experience in using them 
in the classroom, they are ready for 
a constructi\e evaluation program. 
It shoidd begin with group evalua- 
tions where teachers will t)e encour- 
aged to exchange their ideas. The 
ii<atuation program mint nltimateh 
occur in the classroom itself and 
become a cooperative xientwe of 
students and teachers. It must be 
realized that evaluation develops 
slowly and nuist be a rontinuous 
process. The first forms should be 
relatively simple and as teachers de- 
\clop in ability to e\aliiatc materials, 
more detailed forms may Ix' adopted. 

5 Instruct teachers in the opera- 
• tion of projectors and other 
devices. This objective could best 
be achieved in a workshop set-up. 
Here they should be given experi- 
ence in operating, adjusting, and 
caring for projectors and other tyjx^s 
of e(|iiipment; in making lantern 
slides, models and maps; in design- 
ing and constructing exhibits: in 



Lrinumng. nuMuiciiig. labeling and 
storing photographs and prinis. The 
teachers themselves as well as re- 
source perscHis can make \-aluable 
contributions to this pan of the |Ht>- 

In introducii:^ teachers to new 
equipment— go slowlv. Some teach- 
ers may be perturbed when faced 
with mechanical equifMnenu It is 
best to help only one or tv>o teachers 
at a time. aiKi ikx attempt to teach 
evervThing in one lesstMi. Bui re- 
member—the teacher who has learned 
to use equipment ikiell has confidence 
in what it can do in the dassroom 
leamii^ situation — and — that's the 
real soal. 

Interpreting Christmas: 

(C O \ T 1 N L E D F S C> M PAGE 1 ? 

ordinarv' learning jiiuaiions. One 
can just hear the 'oh's' and 'ahV 
whidi will come from the children 
as the% see these pictures." 

One of the qualities that we think 
is \aluable is that these slid^ I^ing 
the "feel" of the Chiistmas stcHy 
right to the children and at their 
level. It no loiter is a remote sUHy . 
unreal, somethii^ bom another a^ 
that has no meaning to them. E^ien 
parents, adults thot^h they are. 
would not fan to be carried away 
b\ the spirit of a prtsentation such 
as tlm. To the parent who is ear- 
iK^tlv seardiii^ fcM* a means of pre- 
senting the real Christmas stcxv to 
the child, these slides shoidd be (xie 
a\enue throu^ which that wniKtmna 
and understandii^ and interest can 
be approached, ptarticulaiiy today. 

Frequently wie have cmne to ques- 
tion the real \-aIue of highly indi- 
%-iduali2ed chfld participation in a 
Christmas fsogram. Time is shcHt, 
jwactioe periodis are often not avail- 
able throu^ which the child can 
really be j^ced in a position <^ 
confidence. Thereffxe' too often we 
see a child haltingly, stumblii^y. 
proceed through a Christmas read- 
it^ or recitation, lo his own em- 
barrasanent. We have come to feel 
that the program which invoh'es 
partidpaiion of all the children in 
situations which do rmt have to be 
labmiouslv rdiearsed is certaiidy the 
kind of a {Hngram we would like to 
see, particularly durir^ the Christ- 
mas season where the mood, the 
attitude, and the understanding of 
Christmas ^irit are important. 

e.« en e^i «.i «.i «.i «.f «_• «j.i «,i «.i«.» «.' « 

Christmas Materials: 


•Q Come. .\11 Ye Faithful." A-.^. 

in a Mar»ger, " "Silent Night. Holy 

Nighu" •'Joy to the Worid.- "Hart: 

The Herald .\i^dls Sii^." and "O 

Little ToH-n of Bethlehem." 

Three Wise Men— filmstrip. S2 

frames, BkW, S2.50: Cathedral 

Films. 1970 X. Cahuei^ Blvd.. 

HoUywo- • 1 ■ -l if. 

• This filn- ias The Xathn- 
fjr. The ris:: Three Wise Men. 
Th- ^' :' ■ A^.pl— acooftiii^ to 
th-- ^r Matthew. ] 
W L -lel Kndt — 

-. : 45 frames. 

Films, 1970 X. 
1^ .a_ Hollywood Z-^ 

• Cartoon presentaticMi of an orig- 
inal story of 'TThe Xati^ity." 


Christ Is Bom-£5 slides, $14.80, 
Church-Craii. 3312 LindeU Bhnd- 
Sl Louis 3. Mo. 

• Like the lot^a* Christmas Blessings 
thi<i entire service has been carefully 
and cmnpletely outlined in the pro- 
gram guide. Shortoied in lei^th. it 
inH"des fewer of the oaAar BiUe 
Slides. Includes the Birth of Jesus.. 
the risil Of The Wise Men, and 
Christ Is Bom. These provide the 
necessary backgroiuMi for a beau:i- 
ful pttigia m. It will be found to 
serve where time is limited, or for 
supplementarv services [veoedii^ or 
fcdloti-ii^ the kM^er, more cmiifdete 
worship. Included are two H^^mn- 
slides, "Oh Come .All Ye FaithJFuL" 
and "Joy To The Worid." 
Christmas Blessings — JO slides. 
$23J0, Church<jali. 3312 Lindell 
Blvd., St. Louis 3, Mo. 

• A ftdl-ler^;th service planned and 
completely programiaed. Everythii^ 
is outlined requirii^ no advance 
preparation estcept routiiie rehears- 
als. Beautifid. throu^ the iii2^;ic oi 
glorious natural col<M', "Christmas 
Blessii^'' ofers an t^^xirtunity to 
prcsent an inspiric^ and impressi^'e 
service. Includes thirty-seven scenes 
and three adorfid Hynmslides. .\p- 
proximatelv seventv recitations cover 
Old Testament Profdiecies, Jesus' 
Birth. Wise Men's \lsit, and the 
m*-a fling of Christmas. (o^'^') 

T>.;s II C — -o 

KarrveT Ccrcw-ere^ 


R» e-cj-s-s Sr 


coHminiE«.Ti ncTiiEs 

-VaA I9.K.V- 

Christmas Gift 

1. A Subscription to 
See & Hear MasazLne 
For the Vistud Er. 
* A special Gift C ^ ^ 
be sent on request, acknowl- 
edffcag your Christinas Gift 
Order of an annual sntKcrip- 
lion to SEE & HE.\R. sent 
2Ti\-»ihere in the world. One 
full >ear (9 issues) only $3.00 
postpaicL (Two year sub- 
scriptioa sa\-es $1.00 and 
costs only S5.00 postpaid.) 
It's a welcome holiday re- 
memtxance for a teacher! 
2. .And don't forget the Pro- 
jectioDist's Handbook. Only 
51.00 postpaid! 

Order these today from 



812 N. Dearborn Street 

Chicaso (10) IIliiioi$ 

DECEMBER • 1947 

This Christnms or any time Semi ii Copy of: 

The Audio-Visual 


A Graphic Color Pictorial Manual 
On the Principles of Showmanship 

motion pictures and slidetilms should have and 
use copies of this first complete color pictorial 
manual which shows in step-by-step detail how- 
to put on a good film showing. 

Preparation, room arrangement, equipment 
checks, trouble points and all other details are 
clearly and concisely explainetl in graphic il- 
lustrations and text, created for student and 
advanced operators in school, institutional antl 
religious fields. 

All standard projection types are also shown 
in original threading diagiams. an exclusive 
copyright feature of the Projectionist's Hand 
book. Now being used in thousands of schools 
and churches throughout the world. 

Price One Dollar. Postpaid 



Iltastrattti 'if 

Title card from Ike SI. Sicholas slide 
proaram ilhislratrd by IliH Sash for Sl'h 

(COMIMll) FROM I'RKVIOls 1' \(,1 ) 

A Christmas Carol— 1, '5 2" x 2" slitk- 
set, S6.50, \vitli manual, Sociei) lor 
X'isual Ediuation, 100 E. Ohio Si.. 
Chicago 11, 111. 

• Ihese Koclachioiiic slides otitr a 
vi\id interprciation of die popular 
Christmas story by Charles Dickens. 
Complete set in Reach Mounts \viili 

Christmas In Bethlehem— 24 slides, 
SH.20. Church-Cratt. 3312 Lindell 
Blvd., St. Louis 3. Mo. 

• The Christmas storv is enacted h\ 
exquisitely designed and brillianth 
colored hand-made ceramic figurines. 
Each tiny figiu-e performs a given 
task in each sparkling jewel-like 
scene to make "Christmas In Beth- 
lehem" a supremely beautiful and 
exciting experience. 

Christmas Worship Service For Jun- 
iors— 15 2" \ 2" slide set. S6.50 with 
manual. Society for Visual Educa- 
tion, Inc., 100 E. Ohio St.. Chicago 
11, 111. 

• This slide set on the "Christmas 
Story" is especially recommended 
for use in junior congregations. Tlie 
colorful pictures and the hvmnslides, 
together with the accompanying de- 
scriptive manual, form the basis for 
effective Christmas worshij). 

Story of the Birth of Christ— l.'i 
2" X 2" slide set, 57.30 with manual. 
.Society for \'isual Education. Inc.. 
100 E. Ohio St„ Chicago 11, 111. 

• This group of Kodachronie slides, 
reproduced from the paintings of 
great artists, can be used effectively 
in voiir Christmas programs. 

A Visit From St. Nicholas— 13 
2" X 2" slide set, S7.30 with manual. 
Society for \'isual Eilucation. hu.. 
100 E. Ohio St., Chicago 11, 111. 

• This set of original water colors, 
reproduced in colorful Kodachronie, 
illustrates one of the most popular 
Christmas poems for children, "The 
Night Before Christmas." Complete 
set in Readv-Mounts with manual. 


Thousands of 

Teachers' Assistants" are 

at your service! 

Puts them to ^ork for you, 
speeding instruction, 

lightening heavy loads 

Day after day, more and more educational films 
are being added to the nation's 16mm film 
libraries . . . films covering everything from 
laboratory sciences to fine arts . . . for all classes 
from the grades through college. 

And to help you take full advantage of this 
wealth of modern teaching material. Bell & 
Howell offers you the professional-quality FUmo- 
sound projector. 

With a Filmosound, you are always assured 
screen pictures that are jump-free, bright, and 

sharp. Sound, cleared of "flutter" and hum, is 
truly natural, even in large halls. 

Teachers who have used motion pictures most 
successfully know the new, cooler operating 
FUmosound as the easy-to-thread, film-protect- 
ing school projector for both sound and silent 
16mm films. Plan now to let Filmosound work 
for you. For complete information, write to 
Bell & Howell Company, 7184 McCormick Road, 
Chicago 45. Branches in New York, Hollywood, 
Washington, D. C, and London. 


Since t307 the largest Manufacturer of Professional Motion Picture 
Equipment for Hollywood anil the World 

^Matter and Molecules'^ 




Slidefilms in the Kit — 

1. Why Study Physics 

2. Matter 

3. The Structure of Matter 

4. Effects of Molecular Motion 

5. Molecular Forces in Matter 

6. Molecular Forces in Liquids 


AsJr about our order-on-approval plan. 


This kit has been prepared as visual teaching material for the high 
school physics course. It has been classroom-tested. In these studies 
of matter and molecules, the student is given an understanding of the 
properties and structure of matter, the kinetic theory, and molecular 
forces. Each film is organized into lessons which include applications 
of principles, summary, and reviev/ questions. Designed to encourage 
class participation, the films refer to the everyday experiences of 
the student. 

Also available in the Air Age Physics series is the film kit "Fluids." 
"Fluids" consists of 13 discussional slidefilms with 1,042 lighted 
pictures, in any size you want them. These two kits will help the 
instructor in feacbing — and the student in learning — physics. 

• • • 

These films may be purchased through our nationwide distributor organization. 




THE JAM HANDY ORGANIZATION, 2831 East Grand Blvd., Detroit 11, Michigan 

Pteoje enter our order for the slidefltm kit-set "Matter and Molecules." Q ^'' s'no'* Aim No. 
Please send catalog of other slidefilms and moving pictures. []] 

We olso would tike information concerning other slidefttm kits in the Air Age Physics series. Q 
Name Posi tion 





-Price S4.50. 


Prices f.o.b. Detroit — subject to change wifhouf notice; o/«o stib/ect to state sales lax. 






The world of knowledge comes to life 
in each and ever)' classroom with the use 
of the new Victor Lite-Weight — the qual- 
ity sound projector specifically designed for 
your classroom. 

Simple to set up and easy to operate, the Victor 
Lite-Weight assures a new concept in visual educa- 
tion. Its flawless performance makes teaching easier, 
learning more accessible. 

Write today for descriptive literature on the revolu- 
tionary new Lite-Weight — the portable 


projector At The Head Of Its Class. 

A>td the Victor Triumph 60 for auditorium 
use and larger audiences indoors and outdoors. 

The World of Knowledge 
Comes to Life 



■mperlant news for teachers and pwpils... 




Every new EBFilm is a powerful contri- 
bution to good teaching, because every EBFilm 
is an authentic and forceful aid to learning. And 
because ever)- EBFilm is core curriculum mate- 
rial . . . produced by educators jor educators — 
designed specifically for classroom use. 

Ready for you now are six new EBFilms : 


sorbing classroom material that will focus at- 
tention, provoke discussion, make both teaching 
and learning more effective, more thorough. 

You'll want to see these films right away 
. . . and plan to use them in your classes. Re- 
member . . . EBFilms are easy to obtain, easy to 
use, easy to budget. Write now for full infor- 

EBFilms Also Announces 
3 New Teaching Slidefilms Series 


Explairu banking funaions so 
char t-vc-n youngsters can grasp 
important financial opera- 
tions. Makes arithmetic both 
meaningful and /un to Imrn. 

1 ^ 


~-23 -^ 69 


— Cleverly animated diagrams 
show long division as a series 
of simple subtractions, make 
this once-difficult subject eas> 
to understand. 

-23 ♦{^ 


Complete manufacture of 
bricks, how they are used, why 
I they are important to our civ- 
ilization. Another in EBFilm^' 
great social science series. 


A full day in the life of a child 
specialist, with valuable side- 
lights on the doctor s office, the 
hospital and the care and pre- 
vention of sickness. 


—A slidefilm series 
of 8 self- contained 
teaching units. Au- 
thentic drawings, 
photographs, and 
present a difficult 
problem in a memo- 
rable way. 

A Ik 


Produced by popular 
demand from eight 
great EBFilms. To 
be used alone or in 
conjunction with the 
films. Especially ef- 
fective in language 
arts courses in pri- 
mary' grades. 


16 teaching units that 
cover clearly, simply, 
and understandably 
the meaning and use 
of numbers. Includes 
counti ng, reading 
numbers, writing 
numbers, and work- 
ing with numbers. 





LtsTER Anderson. University uf Minnesota 

y. C. .\r\spicer, LncycloJMcdia Brilannica Films, Inc. 

Lester F. Beck, University of Oregon 

Esther Berg, New York City Public Schools 

Camilla Best, New Orleans Public Schools 

Floyde E. Brooker, US. Office of Education 

Jamfs \V. Br<)»\. Syracuse University 

Robert H. Birgert. San Diego City Schools 

Miss J. Margaret Carter. Xalional Film Board 

Lee W. Cochran, University d) Imva 

Stephen Nf. Corey, University of Chicago 

C. R. Crakes. Educational Consultant, DeVry Cor/t. 

.\mo DeBernardis. Portland Public Schools 

Dean E. Douglass, Educational Dept., RCA 

Henry Durr. I'irginia State Department of Education 

Glen G. Eye, University of IVisconsin 

\V. G. Gnaedingir. Slatr College of W in^hington 

Leslie Frye, CU-veland Public Schools 

Lowell P. Goodrich. Supt., Milwaukee Schools 

Wiluam M. Gre(.ory. ll'estern Reserve Unwersity 

John L. Hamiltov. Film Officer, British Information Service 

O. A. Hankammer. Kansas State Teachers College 

W. H. Hartley , Tnwson State Teachers College, Maryland 

John R. Hedges, University of Iowa 

\iRGIL E. Hfrrick, University of Chicago 

Henry H. Hill, President, George Peabody College 

Charles Hoff, University of Omaha 

Walter F.. Jqii\so.\. Society foi i'isual Education, Inc. 

Wanda Wiueler Johnston. Knoxville Public Schools 

Herold L. Kooser. Iowa State College 

Abraham Krasker. Boston University 

L. C. Larson, Indiana University 

Gordon N. Mackenzie, Teachers College, Columbia Univ. 

Harold B. McCariy, Director WHA, University of Wisconsin 

Bert McClelland. Victor .inimatogtaph Corporation 

Charlks p. McInnis. Columbia (S.C.) Public School), 

Charlfs F. Mmafr, University of North Cnrolitia 

Ervine N. N'elsen. The Ampro Corporation 

Elizabeth Goudv Noel. Radio Consultant, California 

Frvncis iNofi., California State Department of Education 

Hfrbert Olander. University of Pittsburgh 

Bovu B. Raki'siraw, University of California, Berkeley 

C. R. Reagan. Film Council of America 

1)()\ C. Rogers. Chicago Public Schools 

W ]'. Rowland, Lexington, Kentucky, Public Schools 

E. E. .Seciirif-si . Birmingham Public Schools 

H \RoLi) Si'EARs, ,Vei(' Jersey State Teachers College 

Aktjur .Stfmus. Detroit Public Schools 

l.ixiA 1uoii\(;er. University of Colorado 

l'\ui Wf.ndt. University of Minnesota 









The International Film Foundation is proud to be the recipient of this high 
honor from Belgium for its new color film, BOUNDARY LINES. ... an ani- 
mated film on the imaginary lines that divide people from each other. 


Write for a complete descripfion of this film and our other subjects 

now available! 



NiW YORK 19, N. Y. 



! Precision Projectors 
lOf professional quality |1 


The name "AMPRO" on any projector is your assurance 
of efficient Ofveration . . . simplified, convenient controls 
. . . rugged construction . . . and long, satisfactory serv ice. 

Proof of this is in the remarkable {>erformance record 
established by .\mpro projectors during the past r»o 
decades in leading school systems, universities, top in- 
dustrial concerns, churches,many branches of government 
service and in private homes all over the world. 

The Ampro organization has the production and en- 
gineering facilities plus the practical experience to make 
some of the world's finest precision projectors. Before 
deciding on any projector — for any purpose — be sure to 
find out what Ampro has to offer you. 

.\mpro projectors are distrib 
uted through better photo- 
graphic zad depanmen: 
stores. Write for the azme o: 
your nearest Ampro dealer— 
2QC for full details oo ibe 
.\dpro Pro'ecTors in which 
••cl: are loterestec 



J A N L A R ^ 

19 4 8 





Nothing to 
Plug in . . . 
Nothing to 
Connect . . . 
Just Picl< up 
the Mike and 


Offering perfect amplification for 
auditoriums, classrooms or group 
training. Just the thing for athletic 
instruction and coaching. Weighs 
only 12 lbs. complete with batteries. 
Can be used indoors or outdoors. 
The Siltronic Company. Point BIdg., Pgh., Pa. 




Only $75.10 complete with batter- 
ies. $78.10 West of the Rockies. 

Emergencies • Crowd Control • School Shows 

The Siltronic Co. 

Point Building, Pgh., Pa., Depl. S 

Without obligation send me llteratufe describing 
your smaiing, new portable public address system. 




See % Hear 



News Highlight.s of the .Moiiih 9 

W^orld History in Classroom Motion Pictures 10 


The Next Decade of Audio- Visual Use: Part 2 13 

.\udio- Visual Program Standards: Part 5 17 

The DAVI Program for Atlantic City 20 

We .Are Today Spending: A Scries of Statements 21 

Radio as a Teaching Aid 25 

A Report on Educational Recordings: Part 2 26 

New Audio-Visual Materials for Classroom Use 27 

Sources of New Materials for School & Communitv 35 


Earl M. Hale, President O. H. Coelln, Jr., Publisher 

Walter A. Wittich, Editor John Guy Fowlkes, Editor 

William Ball, Art Director 

New York Office: 

501 West 113th Street, 

Robert Seymour, Jr., Eastern Mgr. 

Los Angeles Office: 

.S418 Gardenside Lane, 
Edmund Kerr, Western Mgr. 

Features of This Issue ! 

♦ The special reptorts which begin i 
on Page 13 of this issue and continue ! 
through Page 24 represent untold I 
hours of research by tJie authors and 
further painstaking work by the an 
cdiiors of See & He.\r. The format 
ill which these useful analyses are 
pitstiited is frankly experimental. 
I hiough its use schools thioughoiii 
tiic country ma\ later obtain extra 
((ipies of the data. 

The high professional stimtlaitk 
attained by the editors of Si k & Hear 
and made possible bv our contribu- 
tors is recognized throughout LI.S. [ 
education. Constant use is being 
m:tde of articles, sj)ecial reports and j 
ottur features for presentations to' 
Ijoards of education and within the 
schools themselves. 

Special thanks go to authors Bras- 
lin, Tabler, Gilmore and to the Na- 
tioiKil Committee of If representa- 
li\e eiimatoisl — OHC 

tssiic 5 of \'olume 3, publish*^ Janujrv. 1948. al 
H12 North Dearborn Street. C^hirago 10. h\ .\udir)- 
\"isual Publications. Inc. Trade Mark Rcgistereri 
I'. S. Patent Office. Entire Contents Cop\Tighl 
1947. Internaitonal Rights Resentxi. Application 
for second clavs matter pending at the Post Office 
Chicago. Illinois. Bv subscription: S3. 00 for the 
schtx)! year; foreign 53-50. Addre« all advertising 
and subscription requests to the Office of Publica- 
tion in Chicago, Illinois. 1 







With English Titles 



And Many Ofher 
Disfinguished Films 











NEW YORK 19, N. Y. 



J A N I A R V • 19 4 8 


The New Under 31 Ib.'Bantam" at $325 
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fam Handy Noiv Excluswe Di 

♦ The Jam Handy Organization, 
Detroit, is now excliisi\c distribiiloi 
for CAirriculiiin Filni.s in the Lhiiied 
States and Canada. Under the new 
distribution plan the two organiza- 
tions will be able to expand their 
visual aids program for sciiools, and 
to make more color films available. 
Curricnlinn Films has conducted ex- 
tensive research to determine ihe 
fields in which educational films are 
needed and has followed through 
with the development of new film 
subjects planned under ihe guidance 
of teaching authorities. 

Curriculum filmstiips now being 

stributor for Curriculum Films 

distributed by Jam Handy include 
series on secondary mathematics, 
English, primary reading, history, 
and sports. Additional films aie be- 
ing prepared for future distribution 
to schools. For complete informa- 
tion on all Ciuricidimi productions 
write directly to the Jam Handy 
Organization offices at 2821 East 
Grand Bonle\ard, Detroit 11. Michi- 
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\oiir area. 

# * * 

♦ Post Pictures annoiuice that the 
six 16mm subjects in the Songbnnk 
of the Screen are ,S20 each. 

Seiv Booklet on School Sound 
Recording and Equipment Released 

♦ Of interest to all teachers and 
school executives is ".School Sound 
Recording and Pla^ijack E(|uip- 
meni," a new 34-page booklet which 
is available from either the Radio 
Section. U. S. Office of Education. 
Washington 25, D. C, or the Radio 
.Manufacturers .\ssoc., 1.317 F St. 
N.W., Washington 4. D. C:. Single 
copies are available free of charge; 
quantities may be ])urcha.sed from 
tile Radio Manufacturers .\ssoc. .Al- 
so available from the same sources 
is "School Sound Systems," Avhith 
\vas published last vear. 

Air Forces Announces Soiutd Films 
Now Available for School Purchase 

♦ In response to main recpiests from 
schools, ROTC units, and ci\ic or- 
ganizations, the U. S. Air Force has 
just released to the U. S. Office of 
Education selected prints of motion 
pictures pertaining to air combiit 
activities in various theatres ol op 
erations during the recent hostilities. 
The\ ma\ be purchased for school 
or public noii-prolit screenings Irom 
the L'SOE contractual agencN. Castle 
Films. 30 Rockefeller Pla/a. New 

The films released iiulude the fol- 

Air Siege (20 min) . The story of 
the 15th Air Force and the Ploesii 
Oil Field raids. 

D-Day Minus One (20 min) . The 
story of our paratroops and glider- 
men who went into France ahead of 
the main invasion forces to spear- 
head the attack. 

Fight for the Sky (20 min) . lllus 
trates the use of fighter aircraft in 
driving the Luftwaffe from the sky. 
and clearing roads, railroads, and 
waterways for the oncoming .\lliecl 
ground forces. 

Target Tokyo (20 min). This is 
the stor\, as the narrator says, "of 
the longest bombing mission in his- 
tory." The camera follows the crews 
of the long-range B-29 bombers from 
their training grounds at Grand 
Island. Neb., to the actual bombing 
of Tokyo. 

Loan prints of these films for pre- 
\iew ]:)urposes may be obtained by 
writing the Department of the .Air 
Force, Directorate of Public Rela- 
tions, Washington 25, D. C, as ask- 
ing for the address of your nearest 
AF distributional office. 





A lighter weight, ALL-PURPOSE 
16mni projector for more 
effective teaching 

Kducators prefer the RCA "400" because its 
all-purpose application meets the varying needs 
of the school audio-visual program. 

portability ami hrilliant, sparklinij; pertormance <>t 
the RCA "400" make it the ideal projector for use in 
classroom or small auditorium. It's amazingly easy 
to thread and to operate. This precision-built, 
lighter weight, sturdily constructed projector means 
extra years of dependable service. 

• SOUND or SILENT. The precision sound scan- 
ning and speaker systems reproduce music ami 
voices with the realism ot natural sound. You 
change from sound to silent operation by merely 
turning a knob. Microphone or record player may be 
plugged in tor comments or musical background 
when showing silent films. 

PICTURES. The straight-line optical-axis sys- 
tem, coated lens, 750- or 1000-watt lamp combine to 
show all films at their best in brilliance, contrast and 

SEE IT . . . HEAR IT with your own films. 
With the RCA "4<X)" you get many advanced im- 
provements not found in other projectors. 

For illustrated brochure and name ot nearest 
dealer, write: Educational Sales Department 82A, 
RCA, Camden, New Jersey. 

First in Sound . . . Finest in Projection 

J A N l^ A R Y • 19 4 8 




For Both Silent and 
Sound 1 6mm Films 

The Improved 
ndividual Classroom 

Ideal for Classroom Showings. 

This impro\ed Movie-Mite meets all demands for a light 
weight, compact, efficient l6mm projector at low cost. 

iVIovie-Mite 16mm projector weighs only 27'/2 pounds. 
Single case contains everything needed for complete 
shew, including table top screen. Larger, standard screen 
may be used for larger audiences from 80-100 people. 
Shows perfect picture 6 ft. wide in darkened room. 

Movie-Mite is made of best quality die-cast and precision 
machined parts. Simplicity is the outstanding feature. In 
threading, only one moving part need be operated. Show 
can be on the screen in i minutes. 

Reel capacity 2000 ft. Universal, 25-60 cycle — A.C. or 
D.C., 105-120 volt operation. Mechanism is cushioned on 
live rubber mounts for smooth, quiet operation. Durable 
plywood case, leatherette covered. 

Write for illustrated folder giving details . . . also 
name of Movie-Mite Authorized Visual Aid Dealer 
. . . for demonstration. 

jreep your etve aa/o pars on movie -uitp" 

Significant News Items 

♦ \l :i 11(1111 iiicctinn of Inslnii .M.iui i.ils {^oDi (liiiauiis ill ilic 
King C;()iiiii\ Mica ol \\'ashini>toii 
slaU'. iiiinicogiaphctl copiis ol Pari 
1 ol ilir Audio-Visual Proii,riiiii Slmid- 
(irds ix-caiiic I he ijasis lor a iJiojti iid 
c\aluaiioii ol Icadirslii]) aiiioii<; 
coiiiiiN and (i(\ aiKlio-\isiial pro- 
grams. .\i (iiis iiRcLing ii was urged 
tiiat all sdiools ]jariicipaiing in tin- 
.survey refer to suiiscfjueiit releases 
of ihc Audio-l'isKiil I'xioiinii Stand- 
ards wliidi appean-d in ilu- Odohcr, 
.\ovenil)er, Decenihcr. and [aiinaiv 
issues of ,Skk &: Hiak. This de\el- 

from the Field of Visuals 

npment ^\as rc])oried b\ Donald L. 
Ki ii/Tier. l)eput\ .Siiperinltiideiu. 
King C:ouiil\ S( hools, state (il Wasji- 

♦ I'lic Newtoml) \iiSilio()l. 1 III. me 
University, will |)rodiice \ isual nia- 
urials on health cdiuaiion lor the 
use of the Louisiana .State Board of 
Health and the N'ew Orleans Health 
Department, according to a recent 
edition of the Xcw Orleans "Tinies- 
Picavime". .Approximately .S200,000 
will l)e made a\ailal)le lor the fivc- 
\ear program by pooling the health 
education funils of the two agencies. 


New Catalogs & Film Lists 

♦ The [am Haiuh Oigani/ation, 
2821 E. (iraiul Boulevard. Deiioit 11. 
Michigan, offers the new catalog 
■'Slidefilms and .Motion Pictures— let 
Helj) Instructors." Ciopies are now 
available free upon request. 

♦ Castle Films. .New ^oik. has pre- 
pared a film loldei entitled "Elec- 
tricity, Radio. ,<.• Phxsics" listing 
motion pictures and filmstrips avail- 
able to teacheis of these subjects. 
The materials weie produced b\ the 
U. .S. Office of Education, and the 
Navy and \\'ai Departments to in 
struct service ]jeisonnel in the jjiiii- 
ciples of radio and electricity, and 
are suitable lor grade le\els from Siii 
grade through high sthool, college', 
and graduate courses. 

The catalog which contains full 
price information and school dis- 
couiu rates, may be obtained from 
Clastic Films. 1 l.'i Park .\\enue. New 
\ork 22. 

♦ .\ revised edition of the latalog 
"Motion Pictures and Slide Films 
for School Use," is now available 
from W'cstinghouse Elenric Corp. 

The catalog covers a wide range 
of subjects for high school classes, 
and contains recommendations as to 
the type of class for which each film 
is best suited as well as suggestions 
lor related supplementary materials 
to enhance each lilm's usefulness. 

Teachers mav secure a free copv 
bv writing School Service, \\'esting- 
house Elettiic Cioi p., ,SO(j Fourth 
.\venue. Box 1017. Pittsburgh .SO. P,i. 

♦ .\ new catalog ol Kimm soinid 
motion pictures has just been pub- 
lished bv the Princeton Film Center. 
Princeton, N. [. .\ttiaciively bound 
ill white plastic, the new book in- 
cludes titles and descri|)tions of the 
many sponsored and Iree pictures 
available from the Cienter. as well 
as listings of hundreds of echicational 
and entertainment subjects offered 
from its rental libiarv. 

"Fhough the ])ul)lishers indicate 
the catalog has a retail value of 
$1..50, teachers and .school executives 
may obtain free cojjies by mention- 
ing See & Hear and addressing re- 
quests to R. O. Jones, Sales Director, 
Princeton Film Center. Princeton. 
New Jcrsev. 



♦ 1 he Ihiid Miiliij;;m AuilinA isuul 
(lonfereiicc is annouiitcd lor Jaiiu- 
arv 28. 29. and 30. 1948. It is spoil- 
sored bv tlic .Stale riadicr Training 
Institutions, ilif .Miihiuan State De- 
partment of Piil)lic Instruction, and 
I lie Department of .\iidio-\'isiial In- 
siniction ol the N.F.A.. and Avill be 
held at the Horati- Rackliani Ediiea- 
lional Memoiial. 60 Fai nsworlh 
Sireel. Detroit. .\Iichii>an. 

.Miss Mar\ .Xteti. general )jrograni 
diiidor ol the Conference, has an- 
noiuueil a program which \vill be 
,ittraeti\e to |)rodiicer, educator, 
tlealer. and librarian. Such topics 
as: What .\re Classroom Films? Ho^v 
Should Films Be Distributed? School 
Projector Needs. Distributing Edu- 
cational Films lo the C:omnuinii\. 
I sing Audio-X'isual .Materials in the 
l.ibrarx .md School, will be spoken 
oil b\ such nationalh recognized 
speakers as Flt)\de Brooker. Edgar 
Dale. Paul Reed. Charles Siepman. 
julien Bryan, Roy Robinson, .\rthiir 
Siiiiius. Olson .\nderson, and others 
with whom negotiations are still be- 
ing carried on. 

For further information commu 
nicate directly with Marv .\ceti, 
12800 Kelh Road. Detroit 24. Mich- 


♦ The Commission on Motion Pic- 
iiires in .Adult Education is now 
completing the first phase of its long- 
term program of evaluation of 16mm 
films suitable for the educational 
programs of adult groups. Morse 
.-\. Cartwright, Director of the .Ameri- 
can .Association for .\dult Educa- 
tion is chairman of the 18-nian 

To date some 400 films-chieffy 
theatrical short subjects and ex- 
cerpts from longer productions- 
have been e\aluated by re\iewing 
groups working under the Comniis- 
sitm's direction, and over 150 of 
these have been recommended for 
use in adult gl-oups. 

.\ preliniinar\ catalogue contain- 
ing the appro\ed tiliii titles and an 
evaluation of each, as well as ex- 
tensive content descrijition and sug- 
gested application in building 
programs, is now being prepared 
and will soon be readv for distribu- 

Tbe Editors of SEE & HEAR bring you the highlights in 

NEWS of the MONTH 

tion. The produciions approved 
thus far are distributed b\ Teach- 
ing Film Custodians. Inc., and will 
be available to comiiumitv groups 
through se\eral edutaiioiial film 
libraries, public libraries, and .\s 
sociatioii F"ilms. 

The second phase of the (Commis- 
sion's work— concentrating on the 
evaluation of ncjn-theatrical produc- 
tions-will get underway early in the 
vear. Cooperating oigaiii/atioiis in 
ihe program include CChicagcj Film 
Workshop, George Williams CCollege. 
Columbia I'niversitv. I'CI.A. the 
L'niversitv ol \\ iscmisin. and llie 
I'niversitv ol .North CCarolina. 

.\dditioiial information iiiav be se- 
cured from the Commission's ofhce. 
Room 1414. 19 S. LaSalle St.. Chi- 
cago .S. or from the .\.A.\E. .")2.") West 
120th St.. New York 27. 


♦ Lt. Colonel Douglas .Meservev. 
executive vice-president of Simmel- 
.Meservey, Inc., producers and dis- 
tributors of educational films, has 
been recalled to the War Depart- 
ment for 90 days of active duty. The 
Lt. Colonel will be stationed in 
Washington. D. C. 


♦ .\ newh organized regional com- 
mittee of the Film Council of .Ameri- 
ca met in Chicago last month to 
organize plans intended to stimulate 
general public knowledge and inter- 
est in the use of educational fdms. 
The Committees work will hel[) 
intensifv the FC.A's overall effort to 
use the motion picture screen as a 
channel of communication. 

.Arthur H. Motley, president of 
Parade Publications, was chairman 
of the meeting. 'Other |)articipants 
were: .Margaret Carter. National 
Film Board of Canada: Donald 
White, executive secretary. National 
.\ssociation of \'isual Education 
Dealers; Otto H. Cloelln. Jr., publish- 
er of See & and Business 
Screen: Laurin Healy, Encyclopae- 
dia Britannica Films: Robert Faber, 

CioroiKi Instriu lional F'ilins: Paul 
Wagner, Bell ,<: Hcjwell Co.: Edward 
Myers. Educational Screen .Maga- 
zine: and Patricia O. Blair, .-\nieri- 

c:ui I.ihiarv Assoc iaiioii. 


♦ Under the auspices of the Board 
of Su])ei intendeiils of the New ^ork 
Catv Board c»f Education, twenty-six 
thirtv-hour courses in ;iudio-visiial 
instruction are being given" to the 
teachers of ihis educational system. 
.Almost 1,100 classroom teachers are 
registered for these courses, two ol 
which deal with |)lioiographv and 
one of which is an advanced work- 
shop group. 


♦ University of Calilornia exten- 
sion classes in audio-visual education 
are scheduled to o|x.'n in seven 
soiiihern Calilornia towns during 
the week of Februarv Ki. 1948. ac- 
cording to Dr. F. Dean McCHusky. 
head of A-V insiniciioii lor ihc Vn\- 
versity Extension. 

.Sections of the classes, which are 
designed to acquaint teachers with 
the theories of visual instruction and 
lo furnish experience in the use of 
audio-visual aids, will meet in Los 
Angeles. Baldwin Park. Glendora. 
Long Beach. Pacoima. San (iabricl, 
and Sania Monica. 


♦ 1 he icciiilh-iiig.iiii/iil t.ltveland 
Film Council convened for its initial 
meeting last month at a dinner held 
in the main dining room ol the 
Automobile .Association. .Apjiroxi- 
mately sixtv peo|)le were in attend- 
ance representing the Cleveland 
Board of Education, the Public Li- 
brary. Chamber of Commerce, Fed- 
eration of Women's Clubs, Cleveland 
.Museum of Natural History, motion 
picture distributors, and the city's 

Highlight of the meeting was the 
address bv I hurman \Vhiie. execu- 
tive director of the Film Council of 
America, urging a ]jlan c)f action for 
the Cleveland group. 

J A N U .V R \ 

19 4 8 





Retomniended searcli for j)aiis of plioio- 

plays useful in world history curricula. 

Dr. William H. Hartley (Chairman), Associate 
Editor for AudioA'isual Education, SOCI.^L 
EDI^CAIION, State Teachers College, Towson. 

Mr. Kennth Fulkerson, Head of the Department 
of Social Studies. Rochester City School System. 
Dr. John Gammons, Head, Rhode Island State 
Teachers College, Providence. R. I. 
Dr. Richard E. Thursfield^ Chairman of the De- 
partment of Education, University of Rochester. 

' I. Oiitliut iiiiriiuhnn areas ot greatest need 

fdt auih'o \ isual ntaleiiai'i. 

2. Ksiablish criteria tor selection of world 
Function lilMoiy audio-visual materials. 

:i. Review work of T.F.C. staff wiili lespect 
lo selecting excerpts, editing, eli. 

. » 4. .\ccept final films— plan futtire film research. 

Teaching Fihii Custodians, Inc. co- 
operated in location and release of teach- 
ing materials. 

— Function- 

1. Search for supplementary world his- 
tory audio-visual materials from existing 

2. Edition of excerpts to be used in 
school situations. 

3. Release to schools. 

Search for films for use in Modern History based on these criteria: 

1. The films must be historically accurate. 

2. Human activities should be shown against historical backgrounds, which 
illuminate the content of history and make the past real. 

3. Historical processes should be made understandable in terms of how 
and why human institutions developed out of the needs of the people. 

4. Materials should be related to experience familiar to high school students 
and should assist the acquisition of desirable attitudes and ajspreriatioiis 
by appealing to the emotions. 

5. The film units should correlate closely wiih topics tonsiderctl in school 
courses or with what school courses are attempting to leadi. 

6. When suitable material is available, a typical incident, not necessarily 
referrable to fact, may be used to illustrate the spirit of the past. 

World History Films Cooperatively Selected 









By ]ohn K. liiaslin 

t.duttitionol (liHtaultant, ft tic liitti^ Hhn Custtxtititis. I tit 


Naiioiial Coimcil Un ilic Social Stii(lii;>>. and 
leaching Film Custodians, Inc., have |)r(j|jaic(l 
a scries of films for use in high school world historv 
loiirses. riiis series* was inaugurated when a stand 
ing committee, appointed 1)\ the AudioA'isual Section 
of the N.C.S.S. at the UHfi annual con\cniion in Bos- 
ton, requested T.F.C. to cooperate in ilic develop 
ment of classroom motion pittines to nuti specilu 
needs in the history curricula. 

Previous development by T.F.C;. ol c lassrooni 
Idnis excerpted from fcatiue photoplays for use in 
Knglisli literature < l.isses, indicated the athisahility of 
instituting a cc)m()aral)le piojeci for histor\ courses. 
Dr. William H. Hartley, chairman of the standing 
committee, made tfiis reconmicndation to T.F.C. and 
received assurances of complete cooperation. 

.\t preliminary meetings, the conmiittee consid 
ered the areas of greatest need for films in historx 
courses. It was agreed that very little, if any, dramatic 
nioi ion-picture materials were available to teachers ol 
woild histcjry; according!), efforts were directed toward 
developing a film series to meet their needs. T.F.C. 
agreed to prepare four world history units in 1947, 
each to be excerpted from a feature photojilay made 
.ivailable as an educational service bv member coin 
panics of the Motion Picture Association of .\merica. 
In addition to the four new subjects to be prepared, 
the committee screened and approved the excerpted 
version of A Tale of Tu>o Cities, which was already 
available, for use in the World History Film .Series. 

In determining the selection of materials to be 
included in the project, the committee lormulatid 
the triteiia shown in Chart 1. 

.\ comprehensive list ol lilms with backgrounds 
ol wcjrld history was compiled by the staff of T.F.C, 
and shooting scrijns of the subjects which seemed most 
promising were studied by the coimnittec. When the 
reading of the scripts warranted further consideration, 
film [)rints of the photoplays were secured and screened. 
The script readings and screenings facilitated the proc- 
ess of elimination and selection by which foitr films 
were chosen to inaugurate the project. These are: 
Cleopatra, from which Af arc Antony Of Rome was 
adapted. The Crusades, The House Of RntlisrliiM and 

.As the work of excerpting each film progressed, the 
committee met regularly with the staff of T.F.C. to 
screen the work print and to make criticisms and sug- 

• The World History Him Series u-as inaugurated in the spring of 1947 

»^; > y A, ■Mil 

THE CRUSADES preseius a vivid dramatiza- 
tion of the clloris ol the Christians to recapture 
the Hcjly Land from the Saracens, willi emphasis 
upon tlie leading figures and events of tlic Third 
Crusade. The despoliation of Jerusalem by tlx 
inlidels and the pleaching of I'eier the Hermii 
are revealed as forces which motivated the 
])eoples of Emope to undertake the series of hoh 
wars. The film concentrates upon the Third 
fjiisade. the departure of the English forces 
under Richard the Lioidiearted, the massing ol 
the armies and the difluidties of supplying and 
ec|iii|)ping the expedition, the liallle of .Acre, 
and the failiue in captming the city, and finallv. 
Saladin's chivalrous truce which opened Jerusa 
lem to pilgrims. Painstaking research resulted 
in exact properties, costumes and settings in 
Tlie Crusades. 

CONQUEST piesenls a lealislu portrayal ol 
.\apoleon, emphasi/ing char;i£ier study, and 
stressing the personality of the Corsican rather 
than his triumphs. Napoleon's maneuvering in 
power politics, efforts to regain the mastery of 
Emope and subsequent exile are vividly shown. 
Sequences depict the "Little Corporal" refusing 
to conmiit himself to any promises of liberation 
sought by leaders of the Poles, Napoleon's analy- 
sis of the forces which motivate him, his plans 
of the Invasion of Russia, marriage with Marie 
Louise, mutually distrustful relations between 
Napoleon and Tallyrand. his minister, and the 
downfall of Napoleon. .As motivation to the 
study of Napoleon and his pei iod, this classroom 
film presents a highly interesting introduction 


19 4 8 


{^fsiions. The process was a joini i-fTori lo whidi ihi 
(oiiiniiiicc- members comriliuied their knowledge ol 
(lassroom objectives and the staff members their tedv 
nical knowledge of film treatment. 

Future plans of the committee iiuliuk- ihc prepara- 
tion of two or three more excerpteil films in world 
history and a series to fulfill pariicidar needs in Amcri 
can history. 

1 he oi)je(li\es of liie group ol films on world his 
lory are essentially the following: to sliniulale interest 
by visualizing human M(ii\iiies against an :iuiheiiii( 
historical background; lo motixate the siiidv ol jxi 
soiialities and e\ents b\ dramatic portrayals ol the intii 
|il:i\ of characters and ( iicimisiances: and to enrich 

A TALE OF TWO C:ITIE,S is a portiaval ol 
the dexelopiiieiil ol the Fi eiu h Revolution, 
liased upon Charles Dickens' famous novel, the 
film accentuates the causes of the revolt, the 
liiinger and ]K)verty of the oppressed peasants 
ill contrast to the wealth and profligacy of the 
aristocrats, and the anarchx and chaos of the 
tindiscipliiud mob. llu: lilm aiitheiuically re- 
creates I he atmosphere ol the j)eriod. Most 
noiewortln are the sionning of the Bastille, 
the trials in the people's court, and the proces- 
sion of the condemned to execution ujion the 

appreciation b\ \isualizing the content of hisiorv in a 
manner which makes the past real. 

Fhese films are intended as supplements to moti- 
vate and enrich classroom study and discussion rather 
ihan to teach historical details and facts. lY'achers who 
iiiili/e them accordingly will achie\e maximum effec- 
tixciuss. This jjostidates the following lecpiiremenis: 
to col iclate the showing of each film with the objectives 
of the (oiirse of study; to prepare the class for the show- 
ing l)\ pro\iding a preliininarv background of informa- 
tion aliotii the lilm and suggesting points to be looked 
lor or cpiestions to be answered in it; ;md to relate 
siibsecjuent elements of study and discussion to aspects 
eluc idated in the screening. 

.MARC ANTONY OF ROME, adapted from 
the photoplay Cleopatra, traces the part played 
bv Caesar's lieutenant in the crucial jieriod 
which preceded the rise of ()cta\ius. The film 
de|)icis the formation of the First 'Friuin\ irate, 
the scorn of ,\niony for Octa\ius. When -\mony 
becomes infatuated with Cleopatra, Octa\ius 
giiisps the mastery of Rome. ,Antc)ny's rash at- 
ien)|)i to combat the might of Rome with Egyp- 
ti;in soldiery and ships culminates in his defeat 
at .\ciium. Sets and costumes accurately estab- 
lish the background of the period; ancient civil 
and military dress, the machines and ships of 
war. are based on careful research. 

I'ldini's on lliis jiatic hy courtesy of 
'l'<(ii lini<^ iiliii C.ustodiaus. liu.. Xcw York 

THE of ROTHSCHILD tells the storv of 
the part jjlined b\ the famous blinking house in 
financing the campaigns of the .\llied Powers against 
Napoleon and highlights the importance of finance 
in warfare. It also |)royides a dram;iiic \ isu:ili/;;tion 
(il the injustice of r;tcial discrimination. 

1 he humble background of the great hnanii;il 
laniily is shown. The father advises his five sons to 
csi;iblish banking houses in the great cities of Europe. 
I he brothers establish their res|3ective branches and 
-Xapoleon threatens to concpier all of Europe. Con- 
vinced that lasting pe;ice depends upon the defeat of 
the Corsica!!. \;ith;in Rothschild, the head of the 
house, tontribiiies to his downfall l)y tremendous 
lo;ins to the- Biitish go\ei iiiiient. Despite tlreir ])arl 
in the \icior\, the Roihschilds (md that prejudice and 
disciiinin;ilion siill ojipicss ilvni and their people on 
i!ie C^oiitineiii, 




I'mn MiEss^ ©ii(g^®ii 

of Audio-Visual Use 



Final Part of a 
Two Part Story 


By C. H. Tabler 

Director, Aitciio-Vistitil h.iiucation, 
Massillon. Ohio. Public Schools 

anv gi\en school need in order to ha\e a good 
audiovisual program?- Ecjuipnicnt and facili- 
ties needed have a direct relationship with use or 
utilization, \eeds are related to the job to be done. 
In Part I on utilization, relationships of use are 
expressed as ratios— with medians of utilization for the 
present and expected within ten \ears.* 

Computation of the number of times that use is 
made of any t\pe of audio-visual use for a single class, 
grade, school, or system, can now be accomplished by 
applying the ratio to a base: the class, grade, school, 
or entire system. This permits local evaluation in terms 
of facilities and equipment when the frequency of use 
per class, grade, school, or system on daily, weekly, 
monthly, or yearly basis becomes kno%vn. 

A chart of this can easily be made. An example is 
gi\en for a school year of 36 weeks. 

Example: B\ class and grade for a 25-teacher school 
and a 100-teacher s\stcm for a 36-week school year. 





USE IN A 25 

USE IN A 100 

















1 2,000 






From such a Base Chart, standards and formulas Now we may compute equipment needs in terms of 

can be applied to determine ctiuiiimeiu or "how manv" utilization desired. 

r , , , II ' 'Fur explaiialion of how ratios arir arrived at see December, 1947, issue 

lor an\ class, urade. clepartment. scliool. or system. ,,f v^f ^ v/) h/- jk. Kie<' ik 

See & Hear Special Report 


Example: 100-teacher system, 36 weeks for optimum example. 



a. Motion or strip projector may service 2 to 6 situations 

Base 600 X 1:5 = 60 of each 


b. Screen, projector stand, shades for classroom use. 

Base 100 classroom— 100 of each 

c. 3'4 X 4 and opaque projectors service 2 to 6 situations , 
daily dependent upon desired convenience. 

Base 600x1:20 z= 15 of each 

d. Film titles usable in 3 areas, average of 2 titles per 
situation, basic for grade. 

Base 1,080x1:5x2 =: 144 titles per grade. 

e. 3 area uses per title, total basic titles available for 
1 grade use. 

Base 144 X 12 = 1,728 total titles 

f. 2x2" slides and filrastrip '"sets," usable in 3 areas, 
need per grade. 

Base 1080x1:5 = 72 "sets" per grade 

g. 3V4 X 4" slide "sets" as needed to present "unit study," 
usable in 3 areas, needs per grade. 

Base 1080 x 1:20 = 18 "sets" per grade 

h. Museum exhibit units, availability 1 week each, 6 
units per subject per grade or 36 per grade. 

Base 1080x1:30x12 = 432 units 

i. Field trips with teacher, 1 per semester. 

Base 108.000x1:540 = 200 trips 

It is easily possible to translate these optimum needs for utilization of 
equipment and materials to the 50-teacher school, the 25-teacher school, or the 
5-teacher school. Economies of utilization of materials are possible at the 100- 
teacher school le\el wiiith will ne\er be possible at the 5 or 25-teacher level. 

• For opiimum use standards see December. 1947, SEE .^.ND HEAR, page 19. 


•k The responsibility of interpreting costs lies squarely 
upon the shoulders of those who would advance an 
audio-visual program through adequate finance. 

.Additions to the instructional materials budget will 
raise ptr-pupil costs. These costs can be justified and 
clarified in icnns of learning outcomes. Costs should 
be i)asecl on utili/ation desired as this is [undamentalh 
the only reason for their existence. 

Compiiiaiion figures here given nuist take into 

consideration such factors as number of teachers, num- 
ber of pupils, grades in school, subjects per grade, ratio 
ot ntili/aiion, jMCsent equipment available for trade-in, 
and the present cost of items less trade-in equipment. 
Costs can then be computed for different size school 
systems and lor different length school terms. 

Rudoct plans for local ownership ot 16mm pro- 
jectors anil films for four different sizes of schools are 
presenteii on next page. 

See & Hear Special Report 


1:5 Utilization Teachers 

8:4 system 

:5fi weeks of school " 






Grades in «hool 





Average subjects per grade 





\ isual unit situations weekly 
(Eleni.) 1:5 





Visual unit situations weekly 
(H.S.) 1:5 





Titles needed for year (Elem.) 
(36 weeks, l'/2 titles per sit., 
3 areas) 





Titles tor year (H.S.i 





Elementar\ teachers per grade 
need PRINTS on 1:20 basis 





High school teachers per grade 
need PRINTS on 1:20 basis 





Total prints needed— elementary 
Total prints needed— High school 





Combined for the system 





A\erage cost per title— S40 total 

Cost of projectors (1:3 teachers) 
@ S400 with trade-in equipment 





Total cost to establish 





Aierage ye;.'- cost (10 year max. 






A>crage cost per teacher per yr. 





Average cost per pupil per year 

SI 5.80 




■*■ The figures above are extremely revealing. Note 
particularly that the costs for the 15-teacher school (anti 
here outright ownership of films is anticipated) are rel- 
atively high. However, when looking at the costs per 
pupil for the lOO-teacher school, we find that here the 
unit costs are not at all out of line and compare favor- 
ably with present school supply and material costs in 
many of our more forward-looking communities. .Size 
brings about economy, without question; howe\er, what 
is good in the large school s\stem is just as good in a 
small school svstem and vice versa. 

If we offer the same educational opportunities to 
children regardless of where they are we must think in 
terms of utilization, in terms of method, and in terms of 
enlightened classroom learning environment. 

The per-pupil costs of all the devices, materials, and 
administration for furnishing the services to a school 
system of 15. 35, and 100 teachers can be computed sim- 
ilarly and amatorized over a period of ten years. The 
same procedure cart be followed for any school size to 
provide facts and figures and allow for comparisons. 

See 8c Hear Special Report 

Let us illustrate again with the 100-teacher school system: 



SHI, 620 







H 52 










2 5(1 

























6.56 '/2 












The figure, $5.38, represents the pcr-pupil cost of 
all the devices, materials, and administration for fur- 
nishing the services to the school s\stem of 100 teachers 
and 3.500 students with the costs amatorized over a 
period of ten years. Note should be made that items 
which ate not usually considered a part of the audio- 
visual budget are included here so that the cost figure 
is not disguised with requirements suih as "staff" and 
allowance expected from another budget. 

It is apparent to administrators that some of these 
materials and stafi costs are already being pro\ ided. 
// seems significant that the audio-i'isual costs recom- 
mended for education only show a total cost approxi- 
mating but 5^''^ of the total per pupil lost of SJ05.7-f 
as for the year I'HO in the United States. 

The largest single type. moti(m picture projec- 
tion, has cost figured on ownership of all titles with 
title cost of S-fO each. 

Application to a Local Situation 

^ I he pinposc ot this study has been consistently 
followed to provide standards usable for evaluation 
of audio-visual communication in education in 
terms of present practice, future anticipated needs, 
and criteria necessary in measurement. The 
treatment of reports has been impartial and with 
a sincere desire to contribute to a better under- 
standing of the many implications and ramifications 
involved in audio-visual programming and 

Development of audio-\ isual programs in 
school systems lor the comnuuiication of ideas to 

students and sharing in the securing of knowl- 
edges and skills can be a constant inspiration. A 
changing philosojihy regarding learning is taking 
place. Leadership in this development is growing. 
The adults of tomorrow are the students of toda\. 
Potential learning situations motivate those who 
have the "vision" and wish to go forward. This 
vision cannot be a projector this year, a fdm the 
next, a record islayer or transcription player the 
next, and other "nibbling" attacks. The problem 
is real. There are factors involved which can be 
handled and presented for finance consideration. 

See & Hear Special Report 



Recommendations of a National Committee of Fourteen 

THE CHART on the following two pages is de- 
signed to afford a school administrator or director 
of visual education an instrument for measuring 
progress in providing the equipment and building 
facilities necessary for the optimum use of audio-visual 
aids in the classroom work of children. It is most 
likelv that no school will attain perfection for many 
years to come, and few even then. The chart is to 
point to the need of new equipment and building 
facilities and to the direction which expenditures 
should follow. Moreover, it affords a means of measur- 
ing improvement from time to time. 

The first column lists the desired equipment and 
other facilities that make better teaching possible. The 
optimum attainment in school systems of varying size 
is indicated under the next three columns. "Rural" 
applies to a school unit not exceeding four classrooms. 
"Small Urban" denotes school buildings of approxi- 
matelv four to ten classrooms in the small city system. 
Larger schools in more populous cities are referred to 
as "Large Urban." 

The column under "Currently .Available in Local 
Situation" provides space for checking under quartile 
{percentages. Should the position of the school be about 
40% of optimum, "40" should be placed under the 
50% column instead of a check. However, in many 
cases it will be impossible to indicate the exact per- 
centage closer than ten or more {jer cent. 

Here are several suggestions as to how to compute 
status of currentlv a\ailable equipment in local situa- 

Case 1: Rural Situation— 5 sound projectors now 
serve 125 school classroom units; therefore 1 projector 

ser\es 20 classr(X)ms. Optimum— 1 sound projector for. 
4 classroom units. Thus, tfte sound projectors "Current- 
h .\vailable in Local Situation" = 4/20 or 20% of 

Case 2: Small Urban Situation— supjxjse 2 school 
units are served by 1 projector; optimum is 1 per build- 
ing unit. Therefore, the currently available equipment 
is 1,4 or 50''^ of opiiimuii. 

Case 3: Large Urban Situation- suppose a situation 
where 1 elementary school of 19 classrooms owns 1 
projector. Since the optimum is 1 per 10 classrooms, 
the currently a\ailable equipment is 10 19 or approxi- 
mately 50% of optimum. 

A greater value of the checking chart lies in the 
last column, which compares the use being made of 
equipment already available with the fxrrcentage of 
optimum needed. One type of equipment may be 
available to 75% of optimum and the "demand not 
met by existing equipment." This would indicate that 
more of this type of equipment should be secured. An- 
other type of equipment may be available to only 15% 
of optimum. Hoivever, no additional equipment of 
this type should be needed until existing equipment is 
adequately used and the "demand not met by existing 

This chart, when carefully applied to a given situa- 
tion, should prove a valid guide to budget planning, 
in-service training plans, and additional teacher moti- 
vation and in-service training effort. \Vhere the ratings 
reveal that the present use of available materials falls 
short of adequacy, opportunities for improvement are 
automaticaliv pointed out. 

See &: Hear Special Report 







I— I 




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Advance Program: D. A.V. I. Meetings in Atlantic City 

Meeting Place: Convention Hall, Atlantic 

Meeting Dates: February 23, 24, and 25 

Monday, February 23, 9:30-12:00-"lniorma\ 

Main meeting room of Convention Hall, regis- 
tration, refreshments, contact your old friends. 

Monday, February 23, 1 2 : 1 3 -2 :00-D .A.V .1 . Lun- 
Introduction of Executive Committee members; 
announcements by DAVI President, Stephen M. 
Corey; announcements by DAVI Executive Sec- 
retary, Vernon Dameron; demonstration of radio 
and television developments, with discussions, to 
be arranged by Louis Goodman, Supervisor, 
Audio-Visual Center, College of the City of New 
York, with displays of technical equipment by 
cooperating manufacturers. 

Monday, February 23, 2:30-3:45 — "Recent 

Trends in Teacher Education" 
Presentation of recent developments in the field 
of teacher education to be presented by national- 
ly-known speaker; followed by panel discussion 
of implications of such trends for audio-visual 
instruction by audio-visual specialists; discus- 
sion from the floor. Chairman: A. W. Vander- 
Meer, College of Education, Pennsylvania State 
College, State College, Pennsylvania. 
Monday, February 23, 3. -^5-5 .00— "Production" 
Presentation of the problem of the producer (by 
a person selected by a committee from the indus- 
try) as they are related to the purchaser and 
eventual user; presentation of visual materials 
representing crucial elements of the topic; re- 
sponse to the problem by educators representing 
school, school system, business, and university 
and college users of audio-visual instructional 
materials; floor discussion. Chairman: Floyde E. 
Brooker, U. S. Office of Education, Washington. 

Tuesday, February 24, 9:30-12:30 
Presentation by two nationally-known speakers 
of (1) the application of mass media for com- 
munication to problems of education and world 
peace, (2) recent trends in curriculum revision 
and school administration practices; followed by 
panel discussion of the topic, "Modern Tools for 

Modern Teaching," stressing implications for 
audio-visual instruction of the trends described 
by pre\ ious speakers. Visual presentation of a 
^veil-planned audio-xisual program in action in 
a city school system to follow to express in con- 
crete terms the principles developed by the 
panel. Chairman: Stephen M. Corey, Depart- 
ment of Education, University of Chicago. 
Tuesday, February 24, 2.-50-5;'/5— "Research" 
Round-up of research related to audio-visual in- 
struction currently under way in this country; 
descriptions of research activities by several per- 
sons now engaged in them; brief indication of 
research gaps: floor discussion. Chairman: 
James \V. Brown, Syracuse University, Syracuse. 
Tuesday, February 24, 5. -/J -5. Of— "Problems of 

the Audio-Visual Director" 
Presentation by speaker on significant problems 
of audio-visual directors, based on his experience 
and the experience of otheis in the field; panel 
discussion of related problems, with indications 
of possible means of solving problems considered; 
floor discussion. Chairman: Mrs. Grace Fisher 
Ramsey, Curator of Educational Relations, 
American Museum of Natural History, New 
York City. 

Wednesday, February 25, 9:30-12:30— Demon- 

Walter A. Wittich, Director, Bureau of Visual 
Instruction, University of Wisconsin, appears on 
the main program of the AASA conference, 
teaching a demonstration lesson involving the 
use of audio-visual instructional materials. No 
DAVI meetings are scheduled this morning in 
order that members may attend this session. 
Wednesday, February 25, 2:30-4 :30— Depart- 
mental Meeting 
Brief summarization of main currents of 
thought expressed at each of the conference 
meetings by participants, with discussion pre- 
ceding business meetings. 

Atlantic City DAVI Conference Committee 

Floyde E. Brooker A. W. VanderMeer 

Grace Fisher Ramsey Vernon Dameron 

Louis Goodman James W. Brown, 

W. Henry Durr Chairman 

THE ARCil'MEX r has been going on for ihe last 
decadt— what does a limctioning, going program 
ot audio-visual education cost? W'hat does such a 
piograin cost when it is supersised bv an able 
audiovisual jierson. a |)erson qualilieil in seeing the 
relationship of ini])roved, classroom learning ex- 
periences with the new tools of learning: sound 
iUnis. (ilmstrips. cliarts. slides, graphs, maps, posters, 
models, and related giaphic teaching materials? 
In order to (ind such an answer we can go to two 
|jlaces. We can go to all school systems throughout 
the United States b\ popidaiion areas, or we can 
attempt to locate those oiustanding examples of 

audio-xisual practice which exist and analyze those 
practices in terms of accomplishments and costs. 

Looking, then, at the second possibility, we pre- 
sent for yoin anahsis anil thoughtful ct>nsitteration 
rejjorts Irom six superintendeius throughout the 
United .States. Their statements attest to their firm 
belief in the utility of audio-visual materials. Their 
budget ex])erience proves their interest and the 
soundness ol these programs of audio-visual instruc- 
tion. Startling indeed is the upward swing in ex- 
penditures. The trend certainly is in the direction 
which Mr. Tabler in his splendid accoinit of future 
budget possibilities prophesies. 

We Are Today Spending . . 


tion of SHALL, but WHEN can we use the 
tools of audio-visual education that many 
teachers and administrators have been ask- 
ing lor a number of years. The problem 
had been how to secure a budget which 
woidd make it possible for the teachers to supplement 
good classroom learning environment with sound films, 
hlmstrips, good bulletin boards, radios, transcription 
players, maps, globes, charts, models, slides, and other 
tools of instruction which assist in bringing the reali- 
ties of our environment before voung learners. It 
takes monev to secure these visual tools, and most 
school budgets did not consider them as essentials. 
In most cases it had been difficult enough to get the 
necessary money to pay the meager teachers' salaries 
and basic textbooks for a miniminii program ot educa- 
tion. There was little money made available for tools 
of audio-visual education, as school boards and the 
public thought of them as non-essential. 

"Today, in manv schools, the question is not 
IV HEX biu HOW can we best make use of these tools 
which are becoming an essential part ol the budget. 
This change of attitude has been brought aboiu by the 
publicity and results that the armed services got using 
audio-visual tools. In that cost was not a factor, the 
armed services were able to demonstrate that audio- 
visual aids did contribute to effective, permanent, 
and economical learning. However, it is now up to the 
schools to set iqj an evaluative criteria in audio-visual 
education that will suggest possible standards in rela- 
tion to innnediate objectives and idtimate goals in 
public education. 

"The road is now open for securing the necessary 
tools in audio-visual education, and it is up to the 
teachers and administration to see that it stays open. 
Each school shoidd have its own plan. .New tools call 
for new imderstandings and techniijues, which all add 
up to new learnings. It is the responsibility of each 
superintendent to see that the faculty knows how to 
make use effectively of these new tools, or they may 
prove more of a curse instead of a blessing. 

"Therefore, the first step a school should take is 

to appoint a committee or a director of .\udio-Visual 
Education to make a study of the introduction and use 
of these tools in the local school that the conmiunity 
is willing to furnish. Second, to see that the teachers 
have specific training in the use of these tools either 
through summer school or in-service training. I prefer 
the latter. Third, to make a study of which of the 
tools of audiovisual education are most effective in 
leaching the particular skill, understanding, or concept 
to be mastered. These are to be keyed to a particular 
unit of work. For example, a filmstrip would l)e listed 
for the various units in the coiuse of study, and the 
particular concepts or understandings that can be 
understood bv the students studving that unit at that 
level. Fourth, to develop methodologies for utilizing 
audio-visual materials in relation to educational sub- 
jects. Fifth, set up an evaluative criteria in audio-visual 
education that will be a practical yardstick in measur- 
ing the growth in this field." 

LaM'rence H. Shepoiser, 

Superintendent of City Schools, Mason City, Iowa 

h r 

Graph showing trend of 
penditures in audio-visual 
equipment in the city schoo 

per pupil ex- 
materials and 
s of Mason City. 




y. - 

a. 2 





AV VI 1 

i»— ■ 



32 19 

947 cur 
.87 per 

37 19 

rent exp 
pupil p 

42 19 

er year) 



___ "VISUAL EDUCATION is nothing new. It is only the 

^HB / name that is new. Modern equipment ol various types 
HPHk-- has made it possible to extend the use of visual aids to 
J^ni such an extent that some type of special organization 
^^^ must be set up in a school s)stem if full advantage of 
the materials available is to be realized. 

"Experiments show that with the use of visual aids, learning 
will take place faster and will be remembered longer than is possible 
without their use. As a pupil reads about wheat production, he 
gets a mental picture of fields of waving grain. This may be fairly 
accurate But any picture he gets of the combine, the threshing 
machine, or the way the people live, will be xery inaccurate li he 
has to depend on the printed page. With a number of well-selected 
pictures, or better, with a moving picture, life in the great wheat 
country can be made more real, more accurate, more meaningful, 
and the learning will be more interesting. 

"Interest is a great factor in learning efficiently. If one has any 
doubt as to the effectiveness of visual aids in producing interest, 
let him observe the faces of a group of children during an ordinary 
class period and then observe them again while they are \iewing a 
moving picture for which they have been carefully prepared." 

B. F. 

Shafer, Superintendent Frreport, Illinois Public Schools 



••THE POLICY of encouraging teachers to know and to 
want the best audio-visual materials available lor their 
use has been subscribed to by the VVilmette Public 
Schools for manv years. The value of the regular use of 
bulletin boards,' maps, globes, chdrts and records has 
long since been appreciated as an imp6rtant part ol 
any good educational program. The creation and purchase of such 
materials has been considered routine procedure in the schools, 
and therefore the instructional budget allowances have been ade- 
quately made to include these needs. 

"However, the post-war contribution to the audio-visual field has 
opened up such vast possibilities to the teaching world that the en- 
tire VVilmette Staff has for some three years been engaged in inten- 
sive study of this part of the school program. To insure wise purchase 
and efficient use of the many new teaching aids, it seemed essential 
that the problem of developing a sound program be attacked as a 
project for continuous teacher participation. It was felt by the staff 
that the proper use of the many new audio-visual materials would 
come only if they were purchased on the basis that they would fit 
the curriculum rather than be an addition to it, or a separate part 
of it. With this goal in mind, the stall has worked diligently on many 
and varied committees which have given direction and purpose to 
the program as it has developed. 

"As a result of this work, all classrooms now have available for 
their use many additional types of equipment such as the recordio, 
the play-back machine, the sound and the strip-hlm machine. Materi- 
als appropriately chosen to fit the curriculum are now a pan ot an 
ever-growing basic library. 

"The real value of in-service study to develop a broader audio- 
visual program can be judged only by what appears to be happening 
in our classrooms. The quickened interest on the part of teachers in 
finding ways to give better understanding through these aids can 
only mean better learning situations for children. Our school is 
committed to this program because the staff, iiuluding the administra- 
tion, feels that the audio-visual tools when jjroperly used offer the 
greatest contribution to the learning process since the invention of 
the printing press." 
Millard D. Bell, Superintendent Wilmette, Illinois Public Schools 

Graph showing trend of per pupil 
penditures in audio-visual materials 
equipment in the city schools of Freej 








1942 1947 

(1947 current expenditure 
$2 75 per pupil per year) 

Graph showing trend of ])er pupil 
penditures in audio-visual materials | 
equipment in the city schools of Wiln 


.S4.00 r 

s;5.oo ■ 







(1947 current expenditure nearly 
$4.00 per pupil per year) 

Graph showing trend of per pupil ex- 
penditmes in audio-visual materials and 
etpiipinent in the city schools of Glencoe. 


SI. 00 










(1947 current expenditure 
.S3. 34 per pupil per year) 

Ciraph showing trend of per pupil ex- 
peiulitines in audio-visual materials and 
equipment in the city schools of Dallas. 





SI. 00 


1932 1937 1942 1947 


" IHE U.SE of multi-sensory materials can no longer be 
considered a fad or a no\elty in our schools. We have 
>g^ ^ cooperatively studied the educational implications of 

*l^(rfcs^a these aids and feel very strongly that they must be a basic 
** part of our work with children. Good teachers from time 
immemorial ha\e instictively taught by the multi-sensory 
method. They ga\e their children contact with reality through all 
the senses. But as schools became more cloistered and remote froin 
life, children's experiences became more and more vicarious. 

"What we arc now recognizing is that we need to take the class- 
room into the world and to bring the world into the sch(K)l. 

"This does not always require expensive equipment. Manv real 
experiences shoidd come from the school and community en\iron- 
ment through direct contacts. Others come through home-made and 
hand-made objects, models, globes, charts, exhibits, slides, etc. 

"However, specialized ccjuipmcnt is an essential for the full 
utilization of the newer materials and methods. Motion-picture 
camera, projectors, filmstrip projectors, slide and opatjue projectors, 
radios, recorders, public address sxstems, transcription players— all 
are essential if we are to use the fine new audio-visual materials 
now a\ailable through these machines. 

"We ha\e equipped our schools with the latest devices in the 
last four or five years. We are actively using them and studying ways 
for ever better utilization so that our work with children may be 
more vital and meaningful." 

John Sternig , Counsellor in Science &: Audio-Visual Education 
Glencoe Public Schools, Glencoe, Illinois 


"ELEMENT.KRV AND J>ECO.\D.\RV education have 
come to mean child growth under guidance— mental, 
physical, emotional, social, and spiritual growth. Such 
growth is best fostered under conditions that are life-like 
in terms of children's experiences. 

"Schools need constantly to be alert to changing sit- 
uations in the normal lives of children. W^hen most children listen 
nightly to the family radio and attend the neighborhood cinema 
house at least weekh, any educational program that omits planned 
and skillful use of these two media is unrealistic in its attempt to 
provide life-like situations as the basis for learning. 

"Historically, the use of picture vocabularies preceded that 
of the alphabetic means of communication. Children are now en- 
couraged to seek knowledge from manv sources. The single textbook 
has been supplemented by a wide variety of books of related materi- 
als. Children are being encouraged to read widely according to 
their interests. Similarly, they should be guided into the use of 
materials that tell picture stories, as it were. Experience in adult 
life has proved the efficiency in business, in industry, and in the 
military service, of visual and audio materials of many types, includ- 
ing good bulletin boards, maps, charts, models, globes, slides, radios, 
himstrips, sound films, opaque projectors, microprojectors, transcrip- 
tion players. 

"A word of caution may be in order. Audio-visual materials 
wisely chosen, scientifically and psychologically used with careful 
pupil-teacher planning, will enhance the opportunities for desirable 
child growth. Vet the most expensive materials may become, if care- 
lessly used, a time-consuming entertainment attraction of dubious 
educational worth." 


(1947 current expenditure 
512c per pupil per year) 

R. H. Ostrander, Suljertnlendent. Oak Ridge, Tenn. Public Schools 


^^^ "ST. LOUIS BELIEVES in audio-visual education. 

V^Hk We rccogni/c that audio-visual aids are invaluable in 

||3^9 making education more concrete and nieaningfid and in 

^W p^^ bringing to the children in the classroom experiences 

^HH "lar Ijeyond their scope of imagination. Learning is no 

longer contained within the four walls of our classrooms. 

Our horizons have gone far beyond. We need to give students the 

understanding that is essential for intelligent living in this one 

world of today. 

"Learning depends on understanding. To create and to de- 
velop understanding we must use materials that involve seeing, 
hearing, feeling and active participation by the students. 

"This may be done by employing newer teaching materials 
and techniques. Using many different types of materials to better 
acquaint the student with all phases and trends of a subject leads 
to better understanding than does mere repealing of facts and fig- 
ures. These newer types of instructional materials are dynamic, 
forceful and challenging if skillfully and purposefully used. 

"St. Louis is fortunate in having an early start in visual educa- 
tion. It was in 1905 that the Educational Museum was established 
to organize and distribute visual materials to the St. Louis Public 
Schools. Then as now, the catalogue of the Division of Audio-Visual 
Education featured a diversity of materials. 

"Several years ago the Visual Education Committee, which 
functions in cooperation with the staff of the Division of Audio- 
Visual Education, made a survey of the visual education program 
in the St. Louis Public Schools which revealed the teachers' increased 
interest in \isual education and an in^gent need for additional visual 
education materials and equipment in the schools. A long-range 
visual education program based on the findings of this study has 
now been in effect for two years in the city of St. Louis. 

"Since 1944 when the Board of Education applied for a license 
for an FM radio station, a Committee on Radio Education, composed 
of teachers and principals, has worked closely with the Division of 
Audio-Visual Education staff offering important leadership in this 
field. Educational broadcasts ha\e been planned and produced to 
fit school needs and a loan collection of scripts and radio transcrip- 
tions has been added to the library of audio-visual materials." 

Philip J. Hickey, Superintendetjt of Instruction, St. Louis, Missouri 


"THERE IS NO QUESTION but that money spent for 
audio-\isual aids for classroom usage is a sound educa- 
tional investment. We have passed the experimental 
stage. The educator who fails to realize the value of 
such aids is not keeping abreast of the times. The ex- 
periences of the armed services in training their per- 
sonnel thoroughly with a saving of SO*;;;, in time is the latest example 
of the value of audio-visual aids. 

"There is convincing evidence that Boards of Education realize 
the necessity of audio-\isual training as another tool to be used in 
pupil educational ad\ancement. Mt)st Board members are parents, 
and consequently, want their children to receive this valuable ex- 

"The cost of audio-visual aids should be included in the school 
budget along with textbooks and other essential items. These 
amounts should, under normal conditions, grow increasingly larger 
as teacher-training institutions continue to give more recognition 
to the use of audio-visual aids and the product graduating from 
these institutions will lie able to effect better utilization of such aids 
in the classroom." 

Harold C. Bauer, Superintendent of Schools, Fond du Lac, Wisconsin 

Graph showing trend of per pupil ex i 
tures in audio-visual materials and ( 
men' in the city schools of St. 







1932 1937 



(1947 current expenditure 
$1.26 per pupil per year) 

Graph showing trend of per pupil cxj 
tures in audio-visual materials and ( 
ment in the city schools of Fond du 










-- - 



1932 1937 1942 


(1947 current expenditure 
$1.70 per pupil per year) 

RADIO . . . 

H\ Doioiln 1,. C«ilin()rc 

7'.'«(/(cr, Grant hlinicnlury School 
Ttu oiiui. W'lishitiiit'tn 

] on tall ttrl the tnUtfst and tlw iiiii,!' 
ipiiit of coolH'ititioii Ihat is developing 
ainoii^ these xoittt^slrrs wlio liave utt- 
dertakeii the jiiohlein of increasing in 
leresl to a liigh level by creating all 
t\pes of sound effects dining tins 
broadcast d/ "linns lirinker." 

€BS €B Teaching Aid 

I'lilmrs C.tnirlfsy (>l llir Tin oiiiii PiiIiIk Si lii}nls 

main p()ssil)ilitits in teachiiii) 
(hikhcii. Ihc benefits derixed 
from a radio project may fall into 
three divisions: voice production, 
reading, and creative ani\it\, or iii- 

Under the first heading ma\ lie 
included the use of the speaking 
\oice stressing tone (]ualit\ and enun- 
ciation; diction; and ])oise. which 
includes posture, quick tliiiiking and 
an e,as\, comfortable manner. The 
child before the microphone is much 
less self-conscious of those wlui m:i\ 

Ik- ill his "sludio audieiue' ihaii he 
is bclorc a group whom he uuisl 
lace and address direclh. 

riie second di\ision— reading- 
deals mainlv with ural reading. The 
would be ladio announcer is ad\ ised 
lo read aloud daily. He mav pra(- 
lice reading descriptions, achertise- 
menis ami conversations. His pro- 
niuKialion musi be (orred. his 
uiiipii ni)t ino ia])id, and his rm|)lia 
sis well-placed— even markeil on his 
script. Phrasing, interpretation, and 
expression are extremely important, 
for the voinig "radio star" must real- 
ize that his expression uuisi make up 
lo his lisle ners all that ihey tannol 
see. .\tlual results from this project 
have shown that ihe children are 
\erv desirous of doing the job as 
well as possible and are willing al- 
most lo memorize their ])aits. 

I be ihiid outcome may be iinen 
ll\eness. The (|ui<k ihinking. oi 

One of the finest opportunities fin 
I liiillenging the dcvelof>menl of 
Ihe best which is capable of being 
attained among young learners is 
the radio medium. This oppor- 
tunity really challenges top quality 
in enunciation, diction and f)oise. 

alertness of pupils, spoken ol above, 
applies here also. Not a second ma\ 
bt losi. imless a jjause is indicated. 
IVihajis one ol the most oiUstanding 
(\am|)les of this (reati\f a<ti\ii\ in 
a radio inojec I is louiid in ilic work 
ol the sound elicits "men." Foi in- 
stance, in one- ol oui fifth-grade 
"ladio broadcasts" scAcial bovs 
created cle\ices for soinid eirects. 
Our play was "Hans Brinktr iiiifl Ihe 
Sihwr Sf<ate.s" made suitable lor this 
t\pe of program by Gem tide Rins- 
(cUa in "Conrad's Magic Flight." 
One boy did a little research work 
and found in a science magazine a 
suggestion loi making the sound cil 
skating on ice. .\nother bo\ pro- 
duced a dexice lor the effect of a 
cait iiimfjling o\er a rockv road. 

Because \\c are foiliniate enough 
lo ha\e ihc ((|uipmeiu loi making 
records, we made several test re- 
cordings and then a final one which 
grealh aided in the inakiiij; ol a 
better "broadcast". 

^ cs, the field ol ladio has iii.un 
possi!;ilities in teacliiii;^ (liildicn. 
(ChiiiU'd from .\ Cihiiorr's jnrs- 
riilnlion bcforr llir rricnl Taioiiiii, 
W'ashiiigtoii I nihil I isiiiil Cotiirr- 

[ A N I .\ R ^ • 19 18 



Report on Educational Recordings 



♦ Nancy Sokoloff is discussing the 
I'ducational as])ects of ciirrcni Co- 
lumbia Records: 

In literature we Imd the Clnishiun 
Carol, done by Basil Rathbone, three 
volumes of Masterpieces of Litera- 
ture by Norman Corwiii. Wesley 
Addy and Basil Rathbone. Robin 
Hood and Treasure Island, with a 
cast headed by Basil Rathbone, the 
Voice of Poetry, by Edith Evans and 
John Gielgud. and a particularh 
fine series of Shakespeare by Orson 
Welles, Maurice Evans, Paul Robe- 
son and others. One of the latter 
sets include (onipletc plays b\ the 
Mercury Theatre cast, and the al- 
bums are accompanied by textbooks 
and teacher's inanuals. 

History is represented b\ Piesitleni 
Roose\elt's IVtir Messa!>^e to Congress, 
Norman Corwin's CBS broadcast. 
On A Xote of Triumph, Lincoln's 
Gettysburg Address done b\ Charles 
Laughlon. and the History Speaks 
series draniati/ed b\ the ('nlunil)i:i 

"We know there are main excel 
lent teachers who cannot read aloud 
with dramatic effect," Miss Sokololl 
said, "But in this day of motion pic- 
tures and radio, students are accus- 
tomed to dramatic presentation. The 
a\erage student will learn more and 
in a more thorough manner il thi 
subjects are presented to him in a 
dramatized, sometimes even humoi- 
ous, form. This has certainh been 
jjroved in .\rmv and Na\\ cdiua 
tional ;\ork. 

"Once in a while we heat adiiiii 
ers of the old "i R's and nothing bui' 
type of education tell us that schools 
are no good any more— 'why, all the 
kids do now is listen to records and 
see movies.' We think that educa- 
tion, like science, shoukl always pro- 
gress and use the best methods it 
has a\ailable to impart knowledge, 
or to increase the students' desire for 

"We intend to make retoids loi 
aids in teaching many more subjects 
that) we are able to do at jMesent. 
Foi example, in general science 
classes we can dramatize the U\cs 

and accomplishments of famous 
chemists, physicists, biologists. 

"To get the most out of records 
in schools they should be kept in the 
librarv and indexed just like text- 
books. Some schools, with more 
facilities, can affoid lecord libraries 
in each dassroom. One school we 
heard about recently asks each class 
which borrows an album to make up 
a project sheet on how it used the 
records and paste the sheet in the 
album. In this way, other classes 
ina\ draw upon the experience of 
j5re\ i(jus borrowers." 

80 Recordings by Popular Science 
♦ We talkecl to' Dr. David J. Good- 
man, editor-in-chief of the Audio- 
X'isual Division of Popular Science 
Publishing Company; 

"We have produced 80 recordings 

RCA's New Classroom Phonograph 
♦ The RC.\ \"icior Di\ision of the 
Radio Corporation of .America has 
lecenth ainiouiued the new Victrola 
(Jassroom Phonograph Senior Mod- 
el, sjiecifically designed for school use 
in music, language, speech, dramat- 
ics, and physical education classes, 
assembly programs, and gynniasium 

The new instrument offers such 
features as the RC.\ \ictor "Golden 
1 hroat" acoustical system, the "Si- 
lent Sapphire" pickup, and a 12 inch 
super-sensiti\e speaker. 

in English literature, American 
history, and recently a series on 
interculiural relations and safetv 
education." Dr. Goodman said. 
"Next year we are planning addi- 
tional records on primar\ science 
and social studies. 

"Our recoitls are specific alh inte- 
grated with the courses of study in 
elementary and high schools. The 
teachers themselves plan and write 
the scripts, which are then polished 
by our professional writers and re- 
turned to the educators for criticism 
or approval. In this wa\, thev are 
assured of getting the material best 
suited to their needs. 

"We believe schools should build 
up their record library gradualh — 
buy, say, five or ten discs a month. 
Our Teach-0-l)iscs are made of 
V'inylite, the unbreakable plastic, so 
they are scratch-proof and ])crma- 
nent, \et reasonable in cost. 

"Records should be kept either in 
the classroom or a central librarv 
where a teacher has ready access to 
them at the time her class needs 
them. If the class is studying the 
beginnings of the American Revolu- 
tion the teacher will want to produce 
the Patrick Henr\ or Paul Re\ere 
series while her students are con- 
sidering that subject rather than a 
month or so aftenvards. 

"Teach-O-Discs are made pri- 
marih' for classroom use, not general 
assembly periods. W'e recommend 
a j)honograph in each classroom 
where recordings can be played as 
naturalh as a map or chart would 
be consulted. Teachers should be 
cautioned that calling undue atten- 
tion to the no\elt\ of the use of 
records as an educational niedimn 
will distract the class from obtain- 
ing full bc-ncfit Ironi the pcrform- 
.iiice. ' 

riie Teuch-U-Disc EngUsli Uteru- 
ture Series includes dranifiti/ations. 
condehsaticins or excerjjts fronr such 
time-honored classics as A Tale oj 
Two Cities, l-A'angeline. Huckle- 
beri-y Finn. Les Miserables, The 
Courtship of Miles Standish and The 
Rime of the Ancient Mariner, to 
mention only a few. 

Fhe Popular Science American 
History Series, prepared by Marquis 
James, Pulitzer Prize biographer, 
dramatizes incidents in the lives of 
patriots of the American Revolution. 

Two series of songs by Irving 





Post Acquires Monogram Rights 

♦ PiKt Piciurt-!, Coijj.. 1 1 5 Wt-^! 
45ih Si., New V«>rk 19. has an 
nounced ilie acquisition of the ex- 
clusive 16mm distribution rights to 
several new Monc»gram productions 
whicli are being prepared for re- 
lease to schools, dubs, churches, am! 
ci\'ic organizations. 

The program includes a variet\ 
of films including: 7 musicals and 
comedies: 1 1 dramas and mysteries: 
4 East Side Kids: 6 U. S. Marshal 
westerns: 4 Range Buster westerns: 
J Trail Blazers: and 1 James 01i\er 
Curwood stor\ {Daivu on the Great 
Divide) . 

The new series of films is avail- 
able for rental ilrrough tlie usual 
dealers and film libraries. Post also 
lists a number of good U.S. govern- 
ment subjects in the following New 
Materials in\entor\ pages. 
Latin-American Film Materials 

♦ Latin American Fiini Distributors 
C^o.. New York, has acquired world- 
wide I6mm rights to several out- 
standing Mexican feature produc- 
tions. Interested groups can obtain 
full information bv addressing com- 
pan\ ofhces at 45 West 3.Tth St.. New 

York 19. 

* ♦ • 

Hollywood Film Enterprises 
Announces Series of \eii Titles 

♦ Hollwood Film Enterprises. 6(Ki(i 
Sunset Blvd., Holl^^^•ood. Calif., has 
announced the release of several 
films for school and library sale, 
suitable for auditorium showings 
and some curriculum applications. 

Titles include: 

Paris, Queen of Gties— (10 mini 
Silent. Color So5: BJcAV S30. A 
\Wn to jx)st-war Paris. 

Berlin, City of Lost Souls— (liO 
niin) Silent. Color S125: Bi:\V .S55. 
.\ recent picture of post-war Ber- 
lin's destruction and frustration. 

\Miat A Day— (10 min) Sound. 
B&W. $35. -\ comedy for young- 
sters, featuring 8 or 9 year children 
in all but one of the parts. 

Calgary Stampede — (25 min» 
Sound. Color SI 50: B&W 565. 
Scenes of the annual Calgary (Can- 
ada) Stampede, including the parade 
;ind rodeo events. 

Blue Skies and Happy Hunting— 
(20 mini Silent. Color. SI 10. .V 
successful big game hunting trip in 
the beautiful Canadian Rockies. 


I \ N I" \ R ^ 

1 9 4 « 







Our Soil Resources— f 10 min.) Sound. 

BS:W. .Sale S45.00: R.ntal S2.50. 


Intermed Grades, Jr Sr HS: Social 
Studies,. Agriculture, Consenmlion. 

• Made in collaboration with Dr. 
Firman E. Bear. Rutgers L'niversitx. 
the film shows formation of the soil. 
the factors that lead to the formation 
of different soil zones, and the con- 
servation aspects of soil control. It 
accents the theme that no natural 
resource is more important to life on 
earth than soil, and that although it 
takes manv centuries to build this 
resource, man can quickly destroy it. 

Spring on the Farm: Summer on the 
Farm- (2 hlms— 10 min. eachj Color. 
Sound, -^pply for price. EBF. 

Intermed Grades Jr HS: Social 

Studies, Agriculture. 

• These two films were shot earlier 
this year on a farm near Jancs\ille. 
Wisconsin, and show how the chang- 
ing seasons affect farm aaiviiies. 
plants, animals, and farm life. Two 
more. .Autumn on the Farm, and 
Winter on the Farm, will be released 
next vear. The series is being pr<:>- 
duced in cooperation with E. Lau- 
rence Palmer. Ph.D., professor of 
Rural Education at Cornell Unixer- 

j •Films, filmsirips and recordings 
\ listed in these columns may be 
I obtained from sources on P. 35. 

.Mark Twain— (10 min) Sound. S25. 
Post Pictures. 

Jr, Sr HS, Col, Adult; Eng., Lang. 

• .\s Halleys Comet streaked across 
the skies in 1835 Samuel Clemens 
was bom. Seventy-five years later 
it appeared again and Sam Clemens, 
who became famous as Mark Twain, 
passed awav. Mark Twain has added 
to the rich literature of oin nation, 
creating a new folklore out of oi;; 
frontier life. 

Mother Goose Stories— » 10 min.) Col- 
or-and-sound, S80.00: Color-and-si- 
lent, S65.00. Dailv rental. S4.00. 

Lower elementary: Eng Lang cr 


• .Animated figurines act out the old 
familiar tales of Little Miss Muffet. 
Old Mother Hubbard, Humpiy- 
Dumpiv, etc. Carefully executed sets, 
costuming, staging, and characteriza- 
tion make the film very attractive to 
children, and is usefid in stimulating 
further reading, and in creasing ap- 
preciation of music and handicraft. 

( 0\"FR I 

A classroom showing pictured by the Xalional Film Board of Canada. 

Hare and the Tortoise— (10 min) 
Souiul. IJ&W. EBF. 
Prim., Col; Lang. Arts, Rcadirig 
Readiness, Soc. Studies, Teacliing. 

• Through remarkably clever pho- 
tography of li\ing animals, the talc 
of "The Hare and The Tortoise," 
is reenacted. Animals talk, and 
through ck\<r (oordination of a(- 
lioii. motion, and ihc conicni oi 
the st<)r\ :m imaginati\c mood is 
(riatcil. Ihc narration is tarried 
b\ .1 mall' \oici- wliich observes 
\o(abiilar), tempo, and expression 
in accord with kindergarten and pri- 
mar\ class interests. 


Art Survives the Times— (20 min) 
Soimd. B&VV. Sale, S60.00: Rental. 
SLOO. A. V. Films. 

h. Si HS. C/il. Adult: Hist., Six. 

Studies. CI II lis. 

• .\ lilm record of the siiciesshd 
inventions by Marey Edward i\In\- 
bridge, Louis Lumiere, Thomas Edi- 
son and othcis which resulted in tin 
moderih mo\ ing-pidiire cameia that 
opened a new industry loi I he world. 

Brush Techniques- (I 1 min) Soinid. 
Color. Apply for jirice. EBF. 
Jr, Sr HS, Col, Adult; Art, Horn,- 
Eron., Teaching, Clubs. 

• Reveals how watercolor an tan 
connniniicate the vivid impression 
of a landscape. The film is |)hoto- 
gra)}iied as if through the e)e of the 
.irtist, Eliot (^"Hara, one of .America's 
leading water-colorists, and one of 
this medium's most successful teach- 
ers. .All important steps in direct 
watertolor painting are portrayed in 
fidl natural color. The film is an 
excellent demonstration of the selec- 
tion and arrangement of masses 
drawn from a scene in nature to 
effeit a pleasing composition. 

Liszt Concert— (10 min) .Sound. 
BR:\V. $25. Post Pictures. 
hi termed.. Jr, Sr HS. Col. Adult: 

• Features Georgy Sandor, Pianist 
and intern.itionally famous conceit 
aiiisi wlio renders two of F'ran/ 
Lis/i's (ompositions in an unforget- 
table manner. Blending (anuia 
woik and excpiisiie music, the liiin 
is introduced by Liebesiraume antl 
ends in a crashing crescendo of the 
glorious strains of the Sixth Hun- 
garian Rhapsody. 

Aubusson Tapestries— (15 min) 
Sound. BR;\V. .Sale, .S45.00: Rental, 
^i.QO. A. F. Films. 

/). .S) HS; Col, Adult, hid. Arts. 

• 1 hi' making of a modern tapes- 
tr). Jean Lurcat, the famous artist, 
is seen designing an original crea- 
tion which the looms of the weavers 
of Aubusson bring into existence. 


Big League Baseball— (10 min) 
B&W. Price: Sound. S17.50: Silent, 
.SW./S. Official Films. 

Prim., hitermed., Jr. Sr HS. Col. 

Adult: Clubs. Phys. lid.. Soc. 


• .Aside from showing nati\e Aineii- 
cans the special plays and techniques 
of famed baseball jjlayers. this film 
can aid citizens of other (oinitiies 
in untlerstanding our nati(jnal pas- 
time. Skillful use ol slow motion 
and close-ups, to obtain iiul\ in- 
formative and beautiful lamera 

Championship Basketball— (leatiue 
length) .Sound. B&W. Apply 
for Price. Official Films. 
hitermed. Grades^ Jr, Sr HS, Col: 
Phys. Ed., Health, Sports. 

• Featuring Nat Holman, for sev- 
eral decades Basketball Coach at 
City College of New York, this film 
opens with a discussion and demon- 
stration of man-tf)-man defense, and 
]jroceeds to illustrate a variety of 
tactics and court stratagems. Two 
teams demonstrate each point as it 
is explained by Coach HoliTian, and 
scenes from acttial collegiate games 
in Madison Square Garden show ap- 
plication in a real match. The re- 
maiks are simple, comprehensive, 
and helpful to s])e(taior antl player 
alike. Slow-motion and stop-motion 
ellecls reveal details of maneincr. 

./ \(iii( Ikiiii "'/Ik lliinili\" in a' siiltiul 
liliii lioiii I'liiliil Wiiiid Films, Inc. 

Destination — Death— (sound film- 
strip- 15 min.) B&W. Free Loan. 

/)• Sr HS: Tralfic Safety. Driver 

• This film, jnoiluced b\ an insur- 
ance company bm containing no 
advertising, opens with the central 
character in jail on a manslatightei 
charge as the residt of his involve- 
nuiii in a traffic accident. ,A series 
of Hash backs retrace his life lo show 
l;o\v his inconsiderate attitude at the 
wheel made his crime almost a fore- 
gone (onclusion. .A high school 
ilri\er-training setpience illustrating 
the do's and tlon'ts of safe driving is 
followed by a series strc-ssing "atti- 
tude" as the key to traffic safety. 
Hot Ice- (11 min) Soun(rBS:\\' 

$17.50; Sterling. 

hitermed. Grades, Jr Sr HS: Phys. 

Ed.. Health, Sports. 

• Shows the de\elopment ot hotke\ 
Irom Canada's "shiiniy " on tlie old 
sihool pond to the exciting profes- 
sional matches in Madison .Scpiare 
(iarden. .Actual scenes of a game 
between the Toronto Maple Leafs 
and the New York Rangers are in- 

The Hurdles— (10 min) .Sound. 
Bf;W. A|>plv for Price. I'nited 

hitermed.. Jr, Sr HS, Col. Phys. 

• One of a new series of athletic 
films produced in collaboration with 
the .-Vmatein- Athletic I'nion and 
the .American Olympics Committee. 
Techniques cjf taking hurdles are 
demonstrated. Useful ff)r physical 
education classes, coaching ;ind gen- 
eral communitN recreation pur[)Oses. 


Bethlehem To Calvary— (50 min) 
Sound. BR.\V, SI 50.00; rental, 
$13.25. IPC. 
Elew. jr. Sr HS. Cot, Adult. 

• Ihis idm presents the salient 
e\enis in the life of Cihrist, connnenc- 
ing with the taxation and trip to 
Na/areth and ending with the Cm 
lifixion. I)uri;il ;incl resurrec lion. 
Rosary Sunday and the Cardinal's 

Welcome— (1 1 min) Sound. Color. 
S!»0.0(); rental, S-1.00. IPC. 
Ear all age grcrups. 

• Fhere are two parts to this film. 
I he fust porira\s a magnificent re- 
ligious jKigeani of the li\iiig rosary. 

I he second pari is a hisioric;il docu- 
ment presenting the unusual wel- 
come extended to the .Archbishop 



ami (lie first English sj)<.aking Car- 
dinal of Canada. Almost all of the 
English Catholic Hierarchy is rep 
resented, featuring some 22 Arch- 
bishops and Bishops in their full 

1 rom Eden To Calvary— (.10 min) 
V)iMid. BjL-W. S.S.").()0: rental. 

sfj.tto. IPC:. 

Klem. /). S, HS. Col. Adult. 

• This fihn traces the genesis of the 
world and man; the times of the 
Fkxxl: the biography of Moses in 
ilie ensla\einent of Israel, the Exo- 
dus, and the giving of the Law. and 
important events in the life of our 

Passion Play— (liO mill) Sound. 

B.<;W. il7.').lX); rental, SI 3.25. 

Elem, }r, Sr HS. Col, Adult. 

• This is a tabloid Life of Christ, 
which brings out the main events 
from the Cradle to the .Ascension. 


'also see Filmstrips on Page 52y 
(.host of the Golden West— . 10 miii) 
I'.vW . I'rice: .Sound. SI 7.50; Silent. 
^S.73. Official Films. 

Sr HS: Biol.. Geog.. Geol.. Xal. 

Sd.. Hist. 

• Excellent scenes of wild life on 
sites of erstwhile Ixxim towns re- 
vealing close-ups of scorpions. chi{> 
Miiinks, spiders, moiles of insect life. 

Giants of the Sea— (10 min) B^LW. 
Price: Sound. SI 7.50; Silent, S8.75. 
Official Films, Inc., 25 West 45th St., 
New York 19. X. V. 

Intermed., h. Sr HS: Biol.. Ccol., 

Xat. .Sr/., I)td. Arts. 

• Scenes from Ba\ ol .Magdallena— 
whaling fleet in action, harpooning 
ol two whales, capture of 200 lb. 
sling ra\. capture of 4.200 lb. giant 

Mammals of the Couutrv side— ( 111 
min) -Sound. S45.(X) BiVV: S90.0«l 
Color. Coronet. 

Intermed. (irades, Jr HS: Gen- 
eral Science. Biology, Zoology. 

• .\ representative group of mam- 
mals that share the land with the 
farmer— the woodchuck. red fo.x. 
skunk, mink, opossum, raccoon, 
muskrat. and beaver— are studied in 
terms of their habits, habitat, and 
influence upon the farmer's crops. 
The production was sup)ervised by 
Robert Snedigar of the Chicago Zoo- 
logical Park. 

Pij>evine .Swallowtail Butierflv — _ 

editions: Elemeniarv ^I0 min 
$87.50); .Scientific (20 min-S 175.00) . 
Both sound and color. Sininul 

Intermed. Grades. Jr. Sr HS. Col 
lege; Gen. Sci., Biology. Entomolo- 
• The scientific edition (for Sr Hs 
up) gives the complete life cycle ol 
this butterfly with exact technical 
terms, anatomical details, etc. The 
elementary edition (for )r HS 
down) covers the same material but 
with simplified vocabulary and pres- 
entation commensurate with the 
lower siudv level. 

Snakes .-ire Interesting— (1 reel) 
Soinid. Color, .\pplv for Price, .\ssoc. 
Film Artists. 

Intermed. Grades. Jr HS: Gen. 

Sci.. Biology. Zoology. 
• Produced in full color and nar- 
rated bv Murl Deusing, the reel 
contains the pick of ten years of 
reptile photographv bv this world 
famous naturalist and wild life ex- 
j)ert. How a snake travels without 
legs, and how it sees and hears are 
carcfullv explained along with facts 
concerning the poison mechanisms 
of some varieties. The principle of 
(old-bl(M)dedness is demonstrated bv 
animation. Some of the more si)ei - 
tacular scenes include shots of a fox 
snake laying eggs, and one of a gar- 
ter snake giving birth to her voting. 
.\bundant use of clear close-up pho- 
tographv helps to explode common 
superstitions about snakes, and pro 
V ides a commonsense approach to 
the subject through broad back- 
ground knowledge. 

Stoi"v ot the Bees— (20 min) .Sound. 
BS:\\'. Sale S90.00; Rental S3.00. 
I'nited World. 

Intermed. Grades. Jr. Sr HS. Col: 

The -Art of Films 
Animated Cartoons: The Toy That 
Grew Up— (20 min) Sound. BjL-W. 
Sale, S60.00: Rental. S4.00. A. F. 

Jr. Sr HS. Col. Adult: Ind. Arts. 

Chths, Teaching, Physics. 
• .\ film that shows Plateau, a Bel- 
gian physicist, who devised a ma- 
chine to animate static drawings, and 
the further scientific developments 
made by Emile Reynaud that led 
to the realization of todav's anima- 
tion studios. 

"^^ /•. 

CInsritp action in "Strn\ oj Ihf liii\" 

Gen. Sci., Biology. Entomolt)gy. 

• Complete life cycle of the bee is 
shown in microphotograjjhv from 
the laving of the egg to the maturi 
insect. The food gathering cvcle is 
also shown. L'nusual shots portrav 
the birth of a cjueen and the social 
organization of the hive. The film 
has been edited esj)ccially for .Ameri- 
can schools (from upper elementarv 
through college) from fcK)tage which 
won first prize at the Cannes 

(France) World Film Festival. 

Undersea Life- (10 min) B)l\\ . 
Price; Sound. SI 7.50; Silent. 58.75. 
Official Films. 

Prim., Intermed.. Jr, Sr HS: liioL. 

Gen. Sci., Geog., Xat. Sci. 

• .\ look at life in the ocean depths. 
Giant turtles, octcjpus. electric niv. 


Circus People— (10 min.) Color S75. 


Prim., Intermed.: Reading Readi- 
ness, Sac. Studies, Lang. Arts. 

• The whole storv of unloading tlu- 
big tent from the circus train and 
setting it up is leisurely shown. The 
human side of the circus— prepai-i 
tion of food, washing tlothes, the 
wagon in which the people live- 
is well and graphically shown. A con- 
siderable part of the film is devoted 
to the clowns who dress themselves 
and prepare for the |)arade. 

Harbor Highlights — (10 min.). 
Color .Sound S75. Bradley. 

Intermediate Grades (3-5) : Social 
Studies, Transportation, Commerce. 

• This film teaches about the var- 
ied activities in a seaport. It shows 
port pilots, how ships are navigated 
in and out of the harbor, tug boats 
at work, and the loading of cargo 

Hausa Village- (22 min) Sound. 
BS:W. Sale. S50.00; Rental, S2.00 per 
dav. BIS. (Cont'd on the next page) 

J A N I A R V 

19 4 8 


Jr. Sr HS, Col; Sodiil Sludirs. 

Geography, Sociology. 
• III anciciii limes, iiavellers from 
ihe Holy City of Mecca crossed the 
vast Sahara Descri into northern 
Nis^eria. bring wiih ihem the icadi- 
ings of Mohanniucl. Today iht 
Hausa people, all devout Moham- 

medans, nnniber 10 million. In this 
film the life and (usionis of a typical 
village are shown, 1 liotigh many of 
the customs are priniiii\e, the HaiiMi 
peojjle apply iluinsehes with so 
much energy to farming and fishing 
ihat they thri\e and prosper. Ihe 
film is of particular inlerisl in \ iiw 
of recent headlines. 


Lafayette, Champion of Liberty— 
(10 min) .Sonnd. S25M. Post Pictures. 
/)■. .Sr //.S\ Col, Adult: Hist. 

• Our struggle for freedom in 1777 
iiiir.utcd a voung aristocrat Ironi 
I'lance who added a brilliant rhap 
ter to our history. Voung Marijiiis 
de Lafayette oflered his fortune and 
services to Geoige Washington and, 
to the end of his life, fought for 

Our Bill Of Rights- (20 min) 

Sound. B&W. SyO.fH). Post Pictures. 

Jr, Sr HS, Col, Adult: Hist. Clubs. 

• This film presents the arguments 
pio and con. ami the acceptance on 
ilie part of our founders, for supple- 
menting the Constitution b\ the 
addition of the first ten amend- 
ments. An absorbing and dramatic 
film deiMcting the highlights of the 
lemarkablc contribution to world 
history. Such characters as Frank- 
lin. Washington. Madison. Randolph 
and otheis |)la\ their historic roles. 

Our Constitution— (20 min) Sound. 
B&VV. S90.00. Post Pictures. 

Jr, Sr HS, Col, Adult; Hist., Clubs. 

• Our Constitution treats with those 
dramatic events immediately lead- 
ing to the Constitutional Convention 
in Philadelphia. Iknjamin Frank- 
lin, Alexander Hamilton and others 
whose names are branded in our 
history, re-enact their roles in this 
singularh elfective motion picture. 

Our Declaration of Independence— 

(20 min) .Sound. B&VV. |90.00. Post 

/)-, Sr HS, Col, Adult; Hist., Clubs. 

• On July 4th, 177(), the Declaration 
ol liukpendence was otficialh pro- 
claimed and a new nation was born. 
The Stamp ,\ct, The Quartering .Act, 
the Boston Tea Party, the Committee 
of Corresjjondeiue, and man\ other 
events leading to the Declaration 
are vividly portrayed. Such immor- 
tal characters as Washington. Jeffer- 
son, .\dams, Patrick Hcnrv, Richard 
Henrv Lee and man\ others i>la\ 

their vital roles dr,im.iii/in>; ilu 
e\ents lrr)m 1 7fiS u> I77(i. 
Oin- Louisiana Purchase— (20 nun) 
Sound. B&:W. .SOO.OO. Post Pictures. 
/) , Si HS. Col. Adult: Hist.. Ciuhs. 

• In IS0;5. Ihomas Jtflerson pur 
(based the Louisiana Territorv lor 
the Unitetl States, comprising ap- 
|)roximately I million square miles, 
from Napoleon, for l."i million ilol- 
lars. \'ou see the craftv, powei-lunigr\ 
Xapoleon betraying the Re\()lution 
which created him, the sly, coiru])t 
Talleyrand; the honest but iinwit 
ting Marbois: the shrew Livingston, 
United States .\nibassador to France: 
and others to draw a deadly parallel 
between our times and ISO'i. 

Our Monroe Doctrine— (20 miii) 

Sound. B&W. S9().0(). Post Pictures. 

Jr. Sr HS. Col. Adult: Hist.. Clubs. 

• James Monroe proclaimed his mes- 
sage, now known as the .Monnje 
Doctrine, and regarded as the cor- 
nerstone of American Foreign Policy. 
The |)olitical and moral diaos ol 
Eui()[)e in his time was so liki' our 
own that Our Monroe Doctrine, 
becomes all the more important 
today. This film presents the im- 
mediate e\enis ^vhich led to the 
issuance of the Doctrine. Such im- 
portant figures as John Quinc\ 
Adams, Henrx Clay, John Calhoun 
and James .Monroe are portra\ed. 
Powers of Congres.s- ( 1 -min) 
Soimd. S45.00 BH-W; SW.OO Color. 

Intermed. C.radcs. Jv. Si HS: 
Civics, Social Studies. 

• Produced under the super\ision 
of Dr. Jav Larkin. Illinois Inst, ol 
lechnology, this film emplo\s a 
fantasy to define and e.\])lain the 
powers of Congress. Mr. Williams 
drops off to sleep for a few minutes 
and finds himself confronted with a 
world in which the Congress has 
been suspended and federal author- 
ity dissolved. \Vhen he awakes from 
his dream, he has a better under- 
standing of his own responsibility. 


Party Lines (14 min) Color Bell'Iel. 
Intermed. Jr. Sr HS. Adult: Art. 

• Through an animated marionette 
show in color, a \le\erl\ worked-oui 
story of the need for neighborliness 
and cooperation in the use of the 
telephone party line is told. 

The Way We Live— ((i4 min) Souiul. 
li.<.W.' .\pplv for Price. BIS. 
Eleui. jr. Sr HS, Col, Adult. 

• A feature documentary available 
ihiough the courtesy of the J. Arthur 
Rank Organi/ation, Inc. Through 
the achentures of a Pl\ mouth 
bombed-cjut famih, the film tells the 
story of the conception of a plan 
lot the recreation of blit/ed Plym- 
outh. Amid the city's ruins the 
cit\ engineer xvorks with town plan- 
ner Sir Patrick .\bercrombie to de- 
sign a new city which will be beauti- 
ful, efficient and comfortable for 
woik, for play, for living. Through 
one family's experience, the tribula- 
tions of billeting and temporar\ 
housing are sho\in. .\ mothers' meet- 
iin' brings out the shortcomings ol 
inadequate!} thought-out housing de- 
velopments. There are educative 
lectures, political meetings, debates 
in the Cit\ Coiuicil. arguments be- 
tween people of all walks, and final- 
ly a march of 3,000 >onng people 
with banners demanding that the 
j)lan be carried out. The film is 
an exposition ol one of the most im- 
portant aspects of |)ostwar housing. 

We of The West Riding (22 min) 
S42.00. rent, S3. FN. 

Intermed, Jr. Sr HS. Adult: Agric, 
Ci-i'ics. Clubs, Cieog. Geol. Psych. 
Teaching. Sac. Studies, Social. 

• This film shows the people of 
^ orkshii e at work and at play. These 
solid industrial workers take a per- 
sonal piide in the production of 
ilieii lactories and in the heautv of 
the hills and moors. 
Wool-.Sound. B.^AV . S4"i.()0; iciual. 

.^2.').00. EBF. 

Prim., Intermed.: Sac. Studies. 

Geog., Lang. Arts. 

• This film was photographed on a 
sheep ranch in Montana, a spinning 
plant in Illinois, and at a knitting 
mill in \Visconsin to show how the 
sweaters that children \vear were 
grown and produced. .Sequences in- 
clude shearing wool, shipping it to 
knitting mills and spinning. 


SEE .\ N D HE A R 


'Sources of materials in these colamns appear on Page 55^ 

Kindergarten Fair> Tales— jjnini 
filnistrips. 10 reels. Color. S28.50: 
S2.85 \ycT reel. Stillfilm. 

• This filnistrip series includes the 
following stories: Peter Rabbit. 
Scarecroii- Man, Old Mother Huh- 
bard. Gingham Dog, Simple Simon. 
Three Little Kittens. ABC Illus- 
trated. Red Riding Hnod. Little Red 
Hen. \ursery Rhymes (I): Xursery 
Kh\mes 1 2 1. 

Three Nurseni" Rh\me Filmstrips— 
24-lrami.'s. Color. S3.(10 jx^r hlin- 
strip. Bowniar. 

Prim., Lang. .4rls, Reading Readi- 

• Filnistrip =1 includes, "Jack and 
I ill." "Humpty Dunipty," "Sing .\ 
Song of .Six Pence." and "Old 
Woman in a Shoe." Filnistrip ='I 
includes: "Mars Had a Little Lamb." 

This Little Pig," "Hey Diddle 
Diddle." and "Peter Peter Pumpkin 
E;uer. " 

Filnistrip =j includes, "Old King 
Cole." "Jack Be Nimble." "Little 
Bov Blue."" and "Three Blind Mice.'" 


Five Centuries of T\pe Founding— 
B&^\'. Sound. Free Loan. .\mer. 
T\pe Founders. 

Jr, Sr HS, Trade, Tech.. and J'o- 
cational Schools. Adults: Indus- 
trial .-Irtsk Crafts, Manual Train- 
ing, Shop. 

• Highlights of this sound-slidefilm 
include tracing the development of 
Old Style type from Jenson in 1470 
to Caslon in 1720. with illustrations 
of today's type faces derived from 
sources in that jieriod: an analysis 
of Old Style and Modem serif 
structures: steps in the development 
of Modern Roman type from Basker- 
ville of 1757 to Sans Serifs and 
-Square Serifs of today; the family 
trees of Old Stvle and Modem Ro- 

16mm Movies — RentoJ-Sale-Sound-Silent 

Eqvipmeat on TTaie Pay"»«nf ovr specialry. Seod for fre« 
cotatog, stottns ycur needs in firsf l«rfer. 


1560 B^o<id»ay . Dept SHC - New York 19, N. r. 

man: and \iews of a selection of con- 
temporary .\TF display faces with 
names of designers and dates when 
these types were introduced. Fhe 
commentary is cut on two sides of a 
Irt-inch record. 


.\ntmal Friends— Series of 8 film- 
strips. 10-day approval plan. EBF. 
Prim., Interned.: Soc. Studies. 
Lang. Arts. 
■ .\ series of eight filmstri|>s. each con- 
taining sixty or more pictures, 
adapted from 8 well-known class- 
rtwm motion pictures pnxluced bv 
EBF. The slidefilms series is de- 
signed to be used in conjunction 
with the sound films of the same 
titles. Each filnistrip is a self-con- 
tained teaching unit. Titles include: 
The Horse, which concerns the 
horse in modern life and follows the 
development and training of a colt 
from 1 week to 3 \ears of age. 
Gray Squitrel traces the de\elop 
ment and grovvth of squirrels. It 
describes mother"s care, learning to 
play and climb, searching for fo<xI. 
storing food for rlx- winter, and 
buildinar nests. 

Three Little Kitteni portrass de- 
velopment of three vouiig kittens. 
It depicts their earh dependence on 
mother, learning to feed and cleanse 
themselves, adventures while plav- 
ing. and final separation. Shep. The 
Farm Dog re-enacts a dav in the life 
f)f a farm collie. Black Bear Twins 
shows two young, mischievous bears 
romping in the forest. l<X)king for 
focxl. invading a camp, raiding a 
wild bees" nest, nursing their stings 
in a mud puddle, and swimming. 
Elephants piortrays habits of ele- 
phants, how they eat, drink, and 
bathe. This filmstrip depicts adult 
elephant performing tricks and push- 
ing a heav-v load. Shows two \oung 
elephants being trained for circus 
work. Goats describes the character- 
istics, feeding, milking, and care of 
farm goats. It depicts the mischiev- 
ous antics of two voung goats, and 
follows Old Billy on a milk route 
as he pulls the cart. 

Common Animals of the Woods 
presents significant activities in the 
lives of the squirrel, rabbit, raccoon, 



producers of 

**Mother Hen" and "Horses on a Farm" 

Announce two new elementary filmstrips 

From Eggs to Chicks 

:3 fromej, B & W 

A Trip Through Our School 









■iliuul. ^Wm wii wdam m Hm ^nyrfi 

omtAod^Amm^ ^ ^ \ 

SI Fromci B & w 

$2.50 per strip 

Send for previewing samples today 


123 S. Bowling Green Way 
Los Angeles 24, Calif. 


The Accepted Method 
of Obedience Training 


— 20 Minufes 

Helen Ho^es & 

Lawell Thomoj. 





— 32 Minutes 

lowell Thomcs, 


— 27 Minules 

L,-«e Irenes, 

Three 16inin Sound Films in Color or 
Black end White 

Bicnche Sauridefs, Direcfcr; 
Log'ie B^crcl^. Producer & Pho'cgropher 

United Specialists, Inc. 


J A N I A R V 

19 4 8 


Animal Friends: amtinuetl 

porcuijinc. oticr, mink, beavci . np 
possiiiii. skunk, and woodcluuk. Ii 
considers ai)|jcaranct. ieeding haliils. 
nieihods oi pioitxtion, and <arc ol 
ihc yomig. 


Piiniarv Aiithnieiic Series— (h liliii 
strips) Coloi, S.iO.OO per stiies, S").()n 
per snip. I'opidar Science. 
Priimny Ciadcs: Arilliinctu . 

• Edited by Dr. Foster (iiossnickle, 
outstanding authority and author in 
tlie field of primaiy arithmetic, the 
scries teaches a l)asic iniderstanding 
of. numbers and their use ba.sed upon 
concrete experiences of fst, 2nd. and 
;ird Grade school children. Each strip 
in the series is a self contained n ac h- 
ing unit. Presentation c()ml)iins ii 
lustrativc and animated drawings. 
photographs, and charts. Titles of 
the strips; 117?^/ Numbers Mean; 
Zero, a Place Holder: A Xumhrr 
Family in Addition; Compound Sub- 
traction: The Threes: anci The Twos 
in Dii'ision. Note: A set of 50 color 
slides, based on the above filmstrij) 
series and edited by the same author- 
ity, is also available jrom Popular 
Science at 525 per set of JO. 


Food and Nutrition Series— (') sti ips 
— apj.)rox. 50 frames each) Coioi. 
.S25 per series, %h |)er strip, indud 
ing guide. Po]Jidar Sci. 
Intcrmed. (trades, jr HS: Gencuil 
Science, Donicstu Science. Hoiin 
Economics. Health. 

• Series deals witli pioper selection 
of foods, food nutrients, diet essen- 
tials, consumer prol)lenis, and re- 
lated asp(.(is of food and nutrition. 
Each strip has been carefully pie- 
viewed and ])re-lested Ijy classroom 
teachers, and eiliied b\ a distin- 
guished group of nmiition exjierls. 
fndividual titles: The Essentials o\ 
Diet: Eat Well! Eive [Veil!: Tlie \'n- 
trients in Eood: How Food is Di- 
gested: and Consumer Problems in 

Notk: .-i set of ^0 Kodachromc 
slides, ciroering the same material. 
is also ax'ailable from tlie above 
source at S25 per set. including 
teaching guide. 

Water Cycle Series — (7 Filmstrips) 
Color. Apply for price. Jam Handy. 

Intermed Grades. Jr Sr HS: Gen. 

Sci., Biology, 

• The newest in the well-known )am 

You c«n t«ll mh from o(K«r water animali bvcausa 
fith kav* a backbone, gills, fins, and never 
grow logs. Also, moSt fish aro covcrod wrfch scalos. 

I'xjtical frame from one of llie 7 filmslrijis 
in llie new Jiim Handy Water C\rte Series 
revieired on litis fMge. 

Hand} "Science Adventure" units, 
this series of discussional slidefdms 
covers fresh and salt-water lile. Basic 
informal ion about man\ plants and 
.ininials iotind in ,i w:iter habitat is 
pieseiued in natinal (oloi. with ( ;u h 
dim organized into se\ one 
period teaching iniits. 


Atoms and Atomic Energy—.") units 

ol 12 slicks each. Color. .S'id.OO. K\. 

jr.. Sr. H.S.: Gen. Sci. Physics. 

• A \i\id anci tinieh jjiesentaiion 
ol tliiN limeh and highh nioti\ated 
sidjjett. jnepared b\ .Alfred D. Beck. 
.\ssisiant Science Super\isor of the 
New ^'ork Citv Schools. Teacher's 
i;uide included. 

North American Game Birds & Ani- 
mals— (set of 31 slides) Color, .Slfi.fiO. 
Popular Science. 

Intermed, Jr HS; General Sci.. Su- 
ture Study, Geography. 

• A set of Kodachromc slides made 
up lioni a series of ^vild life ]3aint- 
ings executed for "Outtfoor l.ife" 
magazine by Francis Lee )at|iies, staff 
artist at the .American Museum ol 
Xaiural Hisiorx. New York. 
Waterway Birds— lilmsirip. f5.<.\\ . 
.S2.50. Coiitempo. 

Inlirmed: Xat. Sci., Biol, 

• I his lilmstri]) cle\elo])s awaieness 
111 .i(l:ipli\c' Icalurcs nature li:is pio 
\ ided li)i Walcrwav Birds. Four 
kinds an- discussed. 

• \'onng .Vmerica Films, Inc., lias 
.1 nuniljci of sfide sets avaifalile in- 
cluding an elaborate Audubon Bird 
Series which consists of 150 color re 
productions 2x2 slides of bird por- 
iiaiis painted by .Allan Brooks for 
llie .\udubon Society. A series of 
20 economic geography maps of the 
luiied Slates, on 2x2 slides, is also 
available. .\p))lv for price and com- 
plete list. 


Picture Sto! ies of Ancient Egypt— 

(74 cIoid)lc frames.) .AppK lor jirice. 
Cleveland .Museum. 

//// Grade: Soc. Studies. 

• I he fust of a series of six fdin- 
siiips rehited to fourth-grade social 
suidics. The filmstrip has been 
\\cirked out in clcjse coortfination 
wiili llie cuiriciilum content materi- 
■ il 111 I he unit on Egypt. The film- 
strip contains Ijoth photographs 
and supporting text. Inciiiiries 
should be addressed directly to .Ann 
\'. Horton or Ruth Thom]Json. 
Cleveland .Museum of .An. 
Canada Series— (3 filmstrips) BjvjW. 

Si() pel series. S2 per strip. S\'E. 
Intermed. Grades, Jr, Sr HS; Ge- 
ography, Social Studies, 
' 1 hese tliree new fifmstri].)s intro- 
duce the student to the vast prov- 
inces of our neighijor to the North 
—the en\ironmcnt and occupations 
of the Canadian people, the natural 
resources of the land, the industrial 
and agricidtural activities of the 
jjarticular provinces. Each film, 
and each .iccompanving teacher's 
manual. w:is |)iepared with the co- 
operation of the Information Divi- 
sion, DeiJartment of External Affairs. 
Canada, fndividual titles: Eastern 
C.iniailii. coveiing Nova Scotia, 
I'lince Edward island. New- Bruns- 
wick, Quebec, and Ontario: Western 
Canada, covering Manitolja, Sas- 
katchewan. .Mfaerta, and British Co- 
funif)ia: :nicl Northern Canada, 
covering the mineral industries in 
the Northern leiritoiies ;incl the 
dailv life ol the Indians and Eski- 

Siory of World War 11—53 filmstrips. 
Price of set of 53 episodes, SI 15.00. 

/). .Sr HS: Hist. 

• 1 his series of episodes serves as a 
liic;il ])oint ol interest to [unior and 
Senior High School students, be- 
cause it is something they know 
al)oui. ;nicl ii lits ihe modern "here 
;nicl now" c uiiic ulum. Starting with 
"Chamljerlain Fries to Prevent 
War," the story in orderlv secjiience 
moves to "Ihe Japanese Give Up 

I he Fight," to depict (i vears ol 
war ;md its evolutions. 
* * * 

■*■ Renew your She & He^vr sub- 
scription today! Get the most com- 
plete source of all new audio-visual 
materials every month in the school 
vear. Don't miss an issue! 





(Soinct's are listed on I'tiae >'> 
The Adventures of Oliver Twist 
and Fagin— (selectecl from Charlfs 
Dickens and adapted l)v Ralpli 
Rose) 3-12" Records. Sl.fiO; Co 

• Episodes Iroiii Dickens' "()li\er 
I wist" with Basil Raihijoiu- as Fa- 

nin aiul Narratoi. An able cast 
performs scenes inchiding ()li\er's 
famous retpiest for more soup, his 
instruction in the wa\s of thieverv 
h\ Fagin and the "Artful Dodj^er."' 
and the final trimnph of ihc little 

.Vlice in Wonderland— (adapted from 
I>ewis Ciarroll b\ Ralph Rose) 
t-12" Records. .S').93; Columbia. 

• A music-drama treatment of the 
l)elo\ed classic, stanini^ Jane Powell, 
and featming original nnisic bv Car- 
men Dragon. All the famous scenes 
—the mad tea partv, the caucus race, 
the (Tociuct game, and the final 
l)aftling court scene— are included. 

Bongo— (by Sinclair Lewis— adapted 
b\ Ralph Rose) 3-10" Records, 
S3.00: Columbia. 

• The story of Bongo, a star circus 
hear, who escapes from his cage and 
lias many ad\entures in the woods. 
Narrated by Dinah Shore, supported 
bv an orchestra under the direction 
of Sunn\ Burke. 

Kankie and the Concertina — (Cyril 
\on Bainnan — Fred Essex) 2-10" 
Records. SI. 7,5: C:olumbia. 

• I he stor\ of Kankie the Kangaroo 
and his (lisro\er\ of a marvelous 
concertina which enables him to 
leap higher than his father, and to 
ac(|inre musical skill as well. Nar- 
rated b\ David .\llen. with back- 
ground music composed and con- 
ducted b\ C^harles Hale. 


Electronics \t Work— (Franscript ion 
kit) Includes three 16-inch 33% rpm 
tianscripiions (six 15-min. programs). 
Teachers C»uide. and sup|)lementary 
literature. S8.00 per kit. Westing- 



Z 1947-48 CATALOG 

nv.-r .i th.nit.iii.l f*?atures 
inrt thorlB. Thp besl anri 
alt-st tn 16min Sound 
fi'ms. f'lr KuperlOT en- 


Instant 5-second threading! From 
strip film to slides — and back — 

Show your strip film and slides .it their 
ultra-brilliant best with optically perfect 
Viewlex projectors. Exclusive Aspheric 
Condenser system provides greatest light 
concentration and uniform screen illumi- 
nation. Tests prove Viewlex 150 watt 
projector gives greater screen brightness 
than other 300 watt pro)ectors. Result: 
More economy and less heat, protecting 
slides and film. Order Viewlex, the finest 
projectors and best value obtainable! 

MODUL APlC— Combina- 
tion all-purpose slide and 
strip film proicctor ! Com- 
plttt, self-contained! Case. 
ruilt-in slide car'itr. slide 
lile. and ssrcen S77.00 

MODEL AP :C — Deluxe 

combination all-purpose 

slide and strip film proiec- 

J tor. Built-in slide carrier. 

[elevating mechanism. Luxtar 

] S'Anastigmat lens, $67.00 

MODIiL AP-) — Standard 
S" local length slide pro. 
jector with 5" Luxtar color- 

J corrected Anastigmat lens. 

I complete $39.50 

Written by Graham T. Hortun, famous authori- 
ty, this superb little booklet gives you fascinating 
secrets of better proiection Shows you how to 
get the most from visual material! Mail post- 
card for your FREE copy! 


Dcpt. SHI, 30-01 Queens Blvd., 
LONG ISl.,\Nn f 11 V 


1560 (ROADWiY • NtW TO«K W N T. 

Intermed, Jr Sr HS; Geticrnl Sci.. 
Physics, Health. Social Studies. 

• Selected from the popular radio 
program ".-Kdventures in Research," 
ihese transcriptions were especially 
prepared for dassroom use. The pro- 
grams present, in dramatic fashion, 
a comprehensive background ot 
knowledge in electronics. Titles ol 
the programs are: (I) The Electron: 
(2) The Electron Tube; (3) Elec- 
tronics in Communication; (4) Elec- 
tronics in Transportation; (5) Elec- 
tronics in Industry; and (6) Elec- 
tronics in Hrnlth and Personal En- 


Mendelssohn: Elijah, Op. 70-16-12" 
Records, S22.70: Columbia. 

• Released in conmiemoration of the 
1 00th anni\ersarv of the death of 
Felix Mendelssohn, this album fea- 
tures the Liverpool Philharmonic 
under the baton of Sir Malcom 
Sargent, with choral work by Isobel 
Baillie, .Soprano: Gladys Ripley, 
Contralto: James Johnston, Tenor: 

Harold Williams, Bass-Baritone, and 
the Huddersfield Choral Societ\. 
Tchaikovsky: Nutcracker Suite, Oy. 

71a-3-12" Records, Sl.fiO: Cnliim 

• Andre Kosielanei/ ;ind his Orches- 
tra in a new recording ol this fa- 


Two Teaching Kits-Free. Ralston. 
Prim., Intermed.. Jr, Sr HS; 

• Kit No. 1 includes materials for 
use on grade-school lex els. They are: 
a wall chart, cut-out models of a 
balanced breakfast, a bieakfast 
place-mat to be colored, and book- 
lets on nutrition. Order by refer- 
ring to code number C-429. 

• Kit No. 2 is useful to high-school 
siudv of nutrition and includes a 
booklet entitled, "Breakfast Around 
the World"; a large wall map of the 
wheat germ; a booklet entitled, 
"Brief Facts .\bout Breakfast and 


J A N I A R V • 19 4 8 


on the Best 16mm 

[d»(ational . . . Entertaining! 

< AS IT 


by John Hix 
8 Subjects 

Absorbing df omQt.IOI ioni o* hi|tofi< 

ironiei, oddiliei, ond coincidoneei, culled 

from the bywovl ol humon experience. 

One reel lound filmt; running time 9 

mtnutei eoch. 









LisI Price: $35.00 eodl. 

Avoiloble or leoding Him Ubrorle*. 
'OST VVrlfe lor FREE ccitolog lo Oepl. ^t 



1 15 W.Hsth St., New York 19, N. T. 



Wluiii"; aiul ;i "Handbook of Ctic- 
;il (.rains." This ran be ordcii-il In 
icfcning to code number C-f)30. 

Electron Tube Chart — (Wall chart 
25"x36") Color. §2.00. Westing- 

Jr Sr HS: GcDeral St ieiKc. Physics. 

• Presents basic information on the 
operation, types, and uses of tlie ek(- 
tron tube. Illustrates how electrons 
are freed in the tube, basic types of 
electron tul)es, action of gas-fdled 
and vacuum tubes, and the six pri- 
mary functions of all electron tubes 
—rectification, amplification, genera- 
tion, control, changing light into 
ele(iri(ity. and changing ele(ni(ii\ 
into radiant energy. 

Everyday Electricity Chart Series— 
(9 wall charts-each 25" x 30") B&:W. 
SI. 00 per series of 9. WesiinghouNe. 

Jr, Sr HS: Gcti. Sri.. Home E<o- 


• .Series illustrates construction and 
operation of familiar electrical ile- 
viccs, giving detailed explanations 

of the functions of various parts. 
C:hart titles: (1) The Incandescent 
Laml}: (2) The Electric Toaster: 
(3) The Electric Motor: (4) The 
Vacuum Cleaner: (5) The Electric 
Refrigerator; (6) The Fluore.srenl 
[.amp; (7) The Electric Iron: (8) 
The Electric Percolalot: and {*.') 
The Electric Elevator. 

Spectrum Chart— (Wall chart - 40" 
\ 30") Color, S2.00. Westinghouse. 

Sr HS, College; Physics, Chemistry, 

Electrical Theory. 
• Printed in eight colors showing 
relationship of all electromagnetic 
radiations— from the thousand-mile 
long waves of power distribution to 
I lie idtra-minute waves of secondarv 
cosmic rays. Special treatmeiu is 
given each main spectrum band 
(Photographic. X-Ray, Radio, In- 
tluction Heating, Ultraviolet, and 
Infrared) describing its range and 
many of its uses. It also shows the 
most important spectral lines used 
in spectroscopic chemical analysis. 
A glossary of terms gives basic def- 
initions and formulas. 


'ndia Picture Cards and Painting 

Books— Series of 9 picture cards, 
color. Apply for price. AMA 

• This is a series of nine picture 
cards and painting book depicting in 
multicolors some of the people of 
India. These cards portray various 
i\pes of people; their occupations 
nid the details like costumes, jew- 
eh}, head-dresses, foot-wear, etc., are 


Vocational Guidance Chart .Series— 

(9 wall charts-each 38" wide, 13" 
to 50" long) $2.00 per series of 9. 
B'nai B'rith. 

Jr, Sr HS; Vocational (rindance 
Counseling, Careers, Social Studies. 

• .\ series of 9 illustrated charts de- 
fining and classifying over 600 occu- 
pations and occu|)ational grou|)s. 
Beginning with a than which gi\es 
an over-all view of the job world, 
the series includes presentations of 
the professional, semi-professional, 
managerial, clerical-sales, service, ag- 
ricultural, skilled, and semi-skilled 
fields. In addition to the definitions 
and grouijings of various occujia- 
tions. information is given on the 
approximate number of workers eni- 
plo\od in each. 

Laurin Healy Now Director 
of E.B. Films Advertising 

♦ Appointment of Laurin Healy to 
the newh created post of director 
of advertising and public relations 
for Encyclopaedia Britannica Films, 
Inc., was recently announced by C. 
Scott Fletcher, EBF president. Since 
January. 1947, Healy has sened the 
educational motion picture produc- 
ing company as public relations di- 

Consolidation of the company's 
advertising and public relations de- 
partments under Mr. Healy follows 
the departure of Jack C. Coffey, for- 
mer ad director who resigned to 
open his own national distribution 
organization for visual business 
training materials. 

Margot Martens-Hughes, editor of 
EBFilm News, will serve as assist- 
ant to Healy while continuing her 
editorial duties. 

ZJhe I lew i/ictor 






See Us for Further 
Details and Demonstration 



60S8 Sunset Blvd., Hollywood 7S, Calif. 
Phone: HO-8343 




■ Kc; tij abb: L\ lations :n iLiUn^^ u./:dit udditim ait nul lUuiin) 

Academy: Academy Filmi, 14-18 \V. 

61st St.. Los .Angeles 44. 
.A. F. Films: -A. F. Films, Inc. 1600 

Broadway, New York. 19. 
A. .M. A. Limited: Canada Bldt;.. 

Horn b\ Road. Fort. Bombav. 

.\mer. T\pe Founders: .\mt.Tican 

r\jx; Founders Inc.. Elizabeth. 

New Jersey; or any sales office. 
.\ssoc. Film .\rtists: Associated Film 

Artists. 30 N. Ravmond .\ve.. Pas 

adcna 1, Calitomia. 
Bailey: Bailey Films, Inc.. 2044 N. 

Bcrendo St., Holly-wood 27, Calif. 
Bell Telephone: Call or \\Tite re- 
gional hdq. of vour telephone 

BIS: British Information Services. 

.10 Rockefeller Plaza, New York 
B'nai BYith: B nai B'rith \ ocational 

^-r\ice Bureau, 1746 M Street 

.N. \V., Washington 6, D. C. 
Bo^»Tnar: Stanley Bowmar Co.. 

2067 Broadway. New York 23. 
Bradlev Clark Fibns: 326 W. Third 

St.. Li>s .-Kngeles. 
Brav: Brav Pictures Corp. 729 

Seventh Ave.. New York Citv. 
Cleveland Museum: Cleveland Mu- 
seum of .\rt. Cleveland 6. Ohio. 
Columbia: Columbia Broadcasting 

S\steni. Educational Dept.. 4S3 

.Madison .\ve.. New York 22. or 

vour local record shop. 
Coimnonwealih: Commonwealth 

Pictures Corp.. 729 7th .Ave.. New 

York Citv. 
Contempo: Contempo Enterprises 

Inc., HollyA\ood. California. 
Coronet: C o r o n e t Instructional 

Films, Coronet Bldg.. Chicago 1. 
EBF: Encyclopaedia Britannic^ 

Films, 20 North Wacker Drive. 

Films, Inc.: McGraw Hill Bldt;.. 

New York City. 
FN: Films of the Nations, .i.t W. 

4.=)th St.. New York 19. 
Frith Fibns: Box 565. Holly-ivood. 
IPC: Ideal Pictiu-es Corporation. 

28 E. 8th St., Chicago 5. 111. 
Jam Handv: Jam Hand\ Organiza- 
tion. 2821 E. Grand Blvd., Detroit 

11. Michigan. 
K-B: Knowledge Builders. 625 Mad- 

ivin .\\e.. New York 22. 
Official Films: Official Films. Inc.. 

25 \V. 45th St.. New York 19. 
Popular Sd: Popular Science Pub- 
lishing Companv, 353 Fourth .Ave.. 

Post Pictures: Post Pictures Cor 

poraiion, 115 W. 45th St., New 

York 19. 
Ralston: Ralston Purina Co.,Check 

crboard Sq.. St. Louis. 2. .Mo. 
Simmel-.Meservey: Simmel-Meservev . 

321 S. Beverlv Dr., Beverlv Hills. 

Sterling: Sterling Films, Inc. !!><'> 

Broadwav. New York 1. 
Stillfilm: StiUlilm, Inc., 8443 .Mel 

rose .\ve., HoUyAsood 46. Calif. 
SVE: Society for Visual Education. 

Inc., 100 East Ohio Su, Chicago 

10, III. 
TK: Trindl-King, 123 S. Bowlins 

Green \\'a\. Los .\ngeles, 24. 
United Specialists, Inc.: Pawling. 

New York. 
United World: United World Films. 

Inc., 445 Park .\ve., .New York 22. 
Westinghouse: School Service, VVes- 

tinghouse Electric Corp.. Box 

1017, 306 Fourth .Ave., Pittsburgh 

30. Pa. 
Young .America: Young .America 

Films. Inc.. 18 E. 41st -St.. Neu 

\ ork Citv. 
Zurich: Zurich Insurance Com- 
panies. 135 S. La Salle St.. Chi- 
cago 3. 111. 

Wisconsin's Visual Instruction 
Bureau Offers Evaluation Stud\ 
♦ The Bureau of Visual Instruction. 
Universitv of Wisconsin, in care of 
W. .A. Wittich. Director, has your 
copv of an evaluation study of ele- 
mentai-s films used in the course of 
reeularlv conducted classroom work. 
This 28-page, printed study was con 
duaed under the auspices of the 
Wisconsin Elementary Principals As- 
scjciation in cooperation with thc 
Universitv of Wisconsin's Bureau of 
V isual Instruction. Copies are 25c. 

In it. over 200 elementary class- 
room teachers examined hundreds 
of films in an effort to bring together 
into a well described, sequential list- 
ing of films at the primary, inter- 
mediate, and junior high school lev- 
el, those films which were thought to 
he useful in supplementing goins; 
courses of study. 

The project was spwnsored b\ the 
Visual Education Section of the Wis- 
consin Elementary Principals .Ass<> 
ciation under the general direction 
of Dr. Ella C. Clark, Principal of the 
Atwater School. Shorewood. Wis. 




Robinjon Crusoe 



This is China 



Komel Conquered 



Way of the Wild 



Ree : 

life of the Ant 



A Fish is Born 



Living Flowers 



Ocean to Oceon 



Sponge Divers 















Send for our latest catalog ot MAJOR 
COMPANY feofures. seriols and sho^ 

Exclusive 16mm Distributors 



je, Ne- fo-i 

The Audio-Visual 



Here's the best of the pic 
torial manuals now being 
wideh used by U. S. school 
s«tenis for teacher and stu- 
dent training in proper pro 
jection methods, care and u->i- 
of all tvpes of audio-visual 
equipment and films. 

Contains graphic, pictorial 
charts on film care, projec- 
tor threading, step-by-stej) 
procedure in classroom show- 

(Discount on quantity orders) 



J A N I- \ R \ 

1 <> 4 8 



New Products for the Classroom 

♦ To make its nvw Basic: Record 
Library for Elementary Schools of 
inaximum use lo the educational 
market. RCA Victor has announced 
I hat the Lil)rar\ is now a\ailable to 
schools 1)\ indi\idiial allninis as well 
as i)y the complete set. 

Under the new merchandising 
|)Ian, school systems will be better 
able to make pinchases of the albums 
needed to meet their specihc grade 
requirements, particularly schools in 
which lower grade classes far out- 
numl)er upper grade groujjs. Tiie 
plan also gives educators the ojjpor- 
iiniiiy to spread record album pin- 
chases as an alternati\e lo l)U)ing 
(ompletc sets at one time. 

The indi\idual albums are now 
available through RCA educational 
dealers with no extra cost for por- 
lional bu\ing. 

yezv High Fidelity Record Flayer 
Announced for Classroom Use 

♦ Harris Manufacturing Companx. 
Los Angeles, has annoiniced the 
Electrot(3ne Model 50, a transcrip- 
tion and record player of high fidel- 
i() particidarly adaptable to class- 
room use. 

The n)oclel is two speed, 331^3 and 
78 rpm, for both transcriptions and 
records. Sturdily constructed of 
three-ply wood, it has a rubber 
mounted 50-60 cycle motor and a 
detachable speaker with 50 feet of 
extension cord. 

With a niicro]ihone attachment 
the Model 50 is usable as a small 
public address system, or for speech, 
drama, and radio classes. The mi- 
crophone channel may be used sep 
arately or concinrently with a record. 

List price is $200. Additional in- 
fcjrmation on this and other Electro- 
tone models, including some with 
radio and ainomatic record changers, 
may be obtained from the Harris 
Manufactming Co., 2122 West 7th 
St., Los Angeles 5, Calif. 

Joris Ivens' Indonesian Film 
Selected as Best of the Month 

♦ Indonesia Cnlling, ,\usiraliaii 
made film directed by Joris hens, 
famed Diach director, has been desig- 
nated "Film of the .\Ionih" bv 

Ptoi'ii. a publication ol ihe East 
and West Association edited h\ 
Pearl Buck. 

In its rc\ iexv. the magazine said; 
"This unusual (ilm tells the stor\ 
of the fight for Indonesian indepen- 
dence as it was waged last }ear by a 
group of Indonesian seamen living 
in .-\ustralia. . . although the slant 
is almost exclusiveh from the labor 
jxiiui of \iew, it is recommended ix- 
cause it covers material not a\ ail- 
able in any other film. . .It is Ix'si 
used with a speaker as background 
lor discussion of the Indonesian 

The film was produced by the 
Austialian Film Syndicate, and is 
axaii.ible (Sale S90. Rental S5) 
from Brandon Films Inc., 1600 
Broadway, New York 19, and coop- 
eiating film libraries. The produc- 
tion is in black-and-white sound and 
runs 20 miniUes. 

Los Angeles School Systein Gets 
Planeload of Victor Eciiiipment 

♦ .\ planeload of sound motion 
])icture projection cc[iiipmeiu \aliied 
at more than $100,000 was flown 
irom Davenport, Iowa, to Los 
Angeles recently to be used in the 
Los .\ngeles school system's new 
aiiclio-\isual learning program. 

The machines, manufactured by 
the \'ictor .Animatograph Corp. of 
I)aveni)ort, will be distribiued one to 
e\erN 400 students over the entire 
city system to supplement several 
hundred older models already in use, 
according to Dr. V'ierling Kersex, 
su|)erintcnclent of Los .Angeles 

A See & Hear Report On 
Educational Recordings 

(coNii.M 1 n FROM p.\c;k IWIM^-SIX) 

Caesar, Sing a Song of Friendship 
and Si7ig a Song of Safety stress the 
jirinciples of Democracy and Inter- 
( idtural Relations and safety educa- 
tion to elementary grade students. 

"Teaching discs are not intended 
to replace textbooks," Dr. Goodman 
said, "but we think they deserve as 
important a place in the classroom 
as maps and charts." 



♦ For some time teachers of English 
have been sending intjuiries to Stt 
,<; Hi AR asking through what sources 
good motion pictures in that subject 
aiea are available. Leaching Film 
(aistodians have provided the answer 
in a Iree catalog entitled "Classroom 
Motion Pictures for the Use of 
le.uhers of English." 

File list is up-to-the-moment and 
includes 26, 39, and 40-minute films, 
beginning with Adventurrs of Huck- 
leberry linn, Alice in Wonderland. 
Anna Karenina, and ending with 
Tale of Two Cities, Timothy's (,)tiesl, 
and Treasure Island. Free copies ina\ 
be obtained by addressing Teaching 
F'ilm (aistodians offices at 25 West 
l.Srd St.. New York 18. 

♦ Encyclopaedia Britannica Films, 
Inc., has recenth jjublished "Leach- 
ing With Sound Films," a 14-page 
pamphlet which briefly discusses the 
basic considerations to be observed 
in order to obtain maximum bene- 
fits from a school sound film teach- 
ing program. 

Beginning with a brief siunmarv 
of pertinent research facts, the book- 
let goes on to discuss the problems 
of selecting the sound film, preview- 
ing the film, class preparation prior 
to the screening, and follow-up ac- 
tivities. It concludes with an anno- 
tated list of basic reading materials. 

Free copies of this helpful publi- 
cation may be obtained from Encv- 
clopaedia Britannica F'ilms. 20 .North 
Wacker Dr., Chicago (i. 111. 

♦ Ivvo visual aids catalogs ol intei- 
est to teachers of arithmetic, mathe- 
matics, and U. S. history, are 
available at nominal cost from New 
Jersey State Teachers College, lJ])pcr 
.Montclair. N. J. 

"Mathematics; Visual and Other 
Leaching .Aids" (30 pages; 75c) 
contains an extensive listing of 
sources for films, strips, slides, charts, 
pictures, recordings, exhibits, games, 
devices, and publications. The list- 
ings cover the field from simple 
arithmetic througii algebra, geome- 
irv, trigonometry, and advanced 

".-\merican History Films" (9 
pages; 25c) was ])repared especially 
for high school use and lists motion 
|)ictures onlv under the headings; 
.A New World, I he Settlers, .A New- 
Nation. Lhe Union Threatened. 
'I'hc Nation Grows, and A Nation 
.\mong .Nations. 

Here's real help in carrying 
your heavy teaching loads.. 

The B&H 16mm sound film 
projector preferred 
by leading educators 

Motion pictures have proved repeatedly their 
power to help teachers maintain and even raise 
educational standards in spite of over-sized 
classes. Today, educators know that an inte- 
grated audio-visual program is second in neces- 
sity only to capable teachers, modem textbooks, 
and an adequate school building. 

Leading educators know, too, that an audio- 
visual program can be fully effective only when 
implemented by truly fine projectors. 

That's why Bell & Howell Filmosound Pro- 
jectors are so widely preferred Ln our nation's 

schools. Scientifically designed and precision- 
built by the makers of the famous B&H profes- 
sional studio equipment, Filmosounds reproduce 
both picture and sound with professional perfec- 
tion. And — so vital in school service — Filmo- 
soimds are simple and mistake-proof in operation, 
and easy to maintain. 

Write today for interesting facts on today's 
finer-than-ever Filmosounds. Bell & Howell 
Company, 7184 McCormick Road, Chicago 45. 
Branches in New York, Hollywood, Washing- 
ton, D. C, and London. 

2rO(fR eARTH 

Lighted Pictures 
In 5 Slidefilms 



1,114 lighted pictures are now ready in the new 
Science Adventures series. Later elementary and 
junior high students will find real adventure in the 
world of science when it is explained with the 
aid of these vivid attention-holding slidefilms. 
Each film is organized for the teacher's conven- 
ience — and each is classroom-tested. 



Lighted Pictures 
in 7 Slidefilms 








THE JAM HANDY ORGANIZATION, 2821 Eotl Grand Blvd., Datroil II, Michigan 

Please enter my order for the Slideflim Kit-Set: (Price of single film, $4.50.) 


The Structure of Birds Q 

Adaptations of Birds Q 

Birds' Nests □ 

The Migrations of Birds. '. Q 

How Birds Serve Mon Q 

Helping the Birds ... . Q 





How We Think Our Earth Came to Be . . . 

Our Earth 1$ Changing 

How Rocks Are Formed 

The Story of the Earth We Rnd in Rocks . . 

The Soil C 

Write for catalog of slideBlmt and moving 
pictures on other subjects. 

Position „__„^ 





A Multitude of Suns O 

Stories of the Constellafions Q 

The Sun's Fomily ■ \\ 

Interesting Things about the Plonels [] 

Our Neighbor, the Moon Q 

The Changing Moon D 

How We Learn about Hi« Sky Q 

These flimt may b* purchased through a 
notionwide dealer orgonlzattdn. 

Prices f.o.b. Detroit — subject to change without notice. 



>«V \ 

■ >v * - •- - 


•> ^K '. ■/ 


-. J 



% • 

♦ -^ 

s ^ 


T' ■ ■ 



"Our tests showed 



says one of 

A MAJOR Hollywood film producer needed a 
number of 16mm sound film projectors. So 
a corps of technicians was assigned to testing 
five makes. The result? "B&H Filmosounds 
are superior optically , electronically, and mechan- 
ically," the Chief Projectionist reported. Here 
are some of the findings he cited in support of 
that conclusion: 

1 . Finest Pictures. The B&H shutter results in a 
great deal less flicker. Lens is very sharp 
and of high quality. Mechanism appears to 
be precision-built. 

2. Superb SoundQuality. Minimum machine noise, 
splendid functioning of exciter supply, latest 
amplifier design. Professional-type film gate, 
impedance drum, and associated mechanism 
ehminate speed variation and flutter. 

3. Easy to Use. Controls are ideally located. 
Rewind is perfect. 

4. Easy to Service. Amplifier, for example, can be 
removed and replaced by anyone in less than 
five minutes. 

Not every school can make the thorough com- 
parative tests which assure wise sound fikn pro- 
jector selection. But every school can and should 
base its choice upon revealing tests made by 
unbiased technicians for industrial organiza- 
tions and school systems. 

The B&H Special Representative near you 
has the complete and interesting story. Bell 
& Howell Company, 7184 McCormick Road, 
Chicago 45. Branches in New York, Hollywood, 
Washington, D. C, and London. 

^Name on request. 

e Largest Manufacturer of Prolessional Motion Picturt j 
Eouipment for Hollywood and the World 

fortruly effective teaching... 


■ ■ I ■ 

they're easy-to-use .. . 
economical . . . educationally excellent! 

Here's a sure way to improve your whole audio-visual 
program: Add these outstanding slidefilms produced bv 
Encyclopaedia Britannica Films Inc. Each series is richly 
packed with authentic facts ... all interestingly and memo- 
rably presented. Each is based on advanced educational prin- 
ciples. Each is a superb teaching tool. 

Enoclopaedia Britannica Slidefilms are the product of 
18 years' experience in making famous EBFilms for the class- 
room. All the study, research and technical skill that have 
made EBFilms the leaders among classroom motion pictures 
have gone into the preparation of these carefully selected 
slidefilms. Write for full details on our free 10-day approval 
plan . . . and see for yourself how valuable EB Slidefilms are 
both as independent teaching projects and as effective review 
work with EBFilms. 


Each EB Slide61m Series is packed 
in a book-typ«e coacainer . legibly 
labelled for filing. Resume of the 
content of each slidefilm is on the 
inside cover, and spare holes are 
provided for additional slidefilms. 


THE HUMAN BODY-This unique 
Slidefilm Series is based on 
widely used EBFilms covering the 
sarae fields and utilizes the ex- 
ceptional advantages of the slide- 
film technique to teach these sub- 
jects: The Heart and Circula- 
tion: Digestion of Foods: Foods 
and Nutrition: The Eyes and 
Their Care: The Teeth: Care of 
the Feet; Body Defenses against 
Disease: Reproduction among 

and instructive presentations of 
fimiliar animals . . . universally 
popular as EBFilms . . . now 
available in this EB Slidefilm Sc- 
ries. S separate Slidefilms: Tbc 
Horse: Gray Squirrel: Three Lit- 
tle Kittens: Shep —The Farm Dog: 
Biac k Bear Twins : Elephants ; 
Coats: Common Anirnals of the 


Jodi pays Miss Allen a dollar bill 

Jone poyi 90 pennies 

Who pays more. Joel or Jonc' 

USING NUMBERS -A . :,,:.-:. r,cw approach to the 
teaching of arnhmenc. Introduces the use of and creates 
an understanding of numbers in a way that makes learn- 
ing fun. Series includes ihc following individual slide- 
films: Counting to 5: Counting to 10: Reading Sumbers 
to 10: Vriiing Sumbers to 10; Counting by lO's to 30: 
Counting by lO's to 50: Counting by lO's to 80: Conning 
by lO's to iOO: Counting from JO to 15: Counting from 
15 to 20: Counting from 20 to 40: Counting from 40 to 
100: Reading Sumbers to 50: Reading Sumbers to 100: 
V^orking utth Sumbers to 100: Writing Sumbers to 100. 

the LniteJ States presented interestingly and undersund- 
ably in easy-to-use slidefilms. Also idiealYor use tn the 
study of American history, economics, problems of de- 
mocracy, agriculture. English and social studies. Series in- 
cludes: The Sorthcaitern States :T he Southeastern States; 
The Middle States: The Southuestern States; The Sortb- 
fi extern Stjic: The far Water^n Staler. 

CHILDREN OF MANY LANDS - Each of these eight EB 
Slidtiilms presents the daily lives of interesting children 
. . . dramatically and authentically. The whole series suc- 
cessfully promotes the same broad understanding achieved 
in the 16mm. sound motion pictures from which they 
were so skillfully adapted. Series includes: Mexican Chil- 
dren; Colonial Children; French-Canadian Children; 
Eskimo Children; Natajo Children: Children of Hol- 
land; Children of Sustzerland; Children of China. 






A Paul Rotha Film 

Produced By 
Films of Foci Ltd. 

Written By 

A. Colder-Morsholl 

RCA Sound 

(Succesior Film to THE WORLD Of PLCNTY) 

The Real Story of The World Food 
Situation Today, and THE UNITED 

Produced with the cooperotion of AustroMo, Canada, 
India, Greet Britain, The Netherlonds, South Africa, 
The U.S.S.R., and the U.S.A. 

Animofions by Diagram Films Ltd. 
Maps and Charts by Isotypes trntiiute 

THE WORLD IS RICH is o clear presentation of the bosic 
facts. The world food shortage is due not only to the Wor; 
there hos never been enough food to feed the people of 
the world properly. The U.N. measures formulated in the 
Food and Agriculture Organizotions ore dramatized, and 
the plan drawn up by the F.A.O. for the permanent 
improvement of farming throughout the world are de- 
scribed. Diagrams explain the trade relationships be- 
tween surplus producers and food importing countries. 

THE WORLD IS RICH osks: The suffering victims of the 
Atom Bomb ends one World War, but what about the 
suffering, poverty and hunger which may start another 
one? The film answers: An assured world food supply is 
the only basis for world peoce. 

Preview Prints Available at 75 Nationwide 
Service Points. Order Your Copy Now? 

43 MIN. 1 6mm SOUNDFILM Sale Price $1 00.00 

Released in the U.S.A. by FILM ALLIANCE OF 
AMERICA Inc. for the British Informotion Service 

Dijtribofed Throug 

he Foci/ilies Ol 

NEW YORK 19, N. Y. CIrde 6-4863 


A Message From President Trutnan 

UA S NEVER BEFORE the world needs biother- 
htM)d. The family of nation.s must practice 
brotherhood now if it is to have peace in the 
future. Pacts and treaties must be firmly grounded 
in the willingness of nations to grant to other nations 
every right and dignity they claim for themselves— 
which is the essence of brotherhood. The attainment 
of |)eace is thus an achievement of the human spirit. 

".Similarly, national unity and strength de}>end 
upon the willingness of men of all creeds, races, and 
national origins in America to respect one another's 
rights and to cooperate as citizens in all areas of com- 
mon conviction, concern, and responsibility. Mutual 
undeistandiiig and impartial justice among Protestants, 
Ciatholics, and Jews are essential to the perpetuation 
of oin- tiation's influence and well-being. Intolerance 
is a cancer in the bodv politic. ^Ve must maintain 
respect for the rights of every individual, inherent in 
his relation to God."* 

Convinced of the truths which have been uttered 
bv the President of the United States, SEE & HE.\R 
has again sought and received the cooperation of able 
teachers, administrators and supervisors everywhere 
in the United States, in attempting to bring together 
in one consolidated form the best thinking on the 
question: "What new materials of instruction— what 
methods and techniques— are available today to think- 
ing teachers everywhere through which they can ap- 
proach this most important problem of creating 
socially acceptable thinking among the young children 
under their direction"? 

.\gain. as last year, SEE &: HEAR brings together 
lists of audio-visual materials of instruction and ex- 
amples of teaching techniques through which these 
materials may be made meaningful to young learners. 
It is in the spirit of constructive leadership that the 
Editors present, to thousands of school teachers in 
the United States, the current compendium of materi- 
als relating to greater opportunities for understanding 
whai true brotherhood, what true intergioup and 
intercultural relationships stand for and mean. 

• From a letter written by President Truitian to Dr. Everett R. Clinchy. 
National Conference of Christians and lews, stating the former's ac- 
ctplanre as honorarv diairman of National Brotherhood Week. February 

2-22V. IMS. 


U. S. Olympic 

Amoteur Athletk 

Help your 

with the Greatest 
Sports Training Series Ever Filmed! 

12 Reels of Brand New 16 mm Sound Films Produced in Collab- 
oration with the U.S. Olympic Association and the A.A.U. 

Here, for the first time, is a truly comprehensive series of coaching films. Over a year 
in the making. Every bit of photography is new and especially shot for these produc- 
tions. More than forty ranking athletes, all of Olympic calibre, from coast to, 
participated by specific arrangement w ith the A..\.U. — under the personal supervision 
of Dan Ferris. 

Backed by extensive research into coaching methods, the films carefully show 
athletes of various ability and build — lo make the lessons as widely applicable as 
possible. Where several accepted styles exist, each is shown, and the reasons for 
preference under stipulated conditions are made clear. The series is of tremendous 
value to those taking or giving track training, and. because of its engrossing method 
of presentation, has great general audience interest as well. 

Each of the 12 reels is S45. The cost of the entire series, if purchased at one 
time, is S475. 

United Worid Films. IrK., 445 Pork Avenue, New York 22,N.Y. 
Pleose send me the following films: 




•■THE SPRINTS" (2 rteb) 


"Plllf VAir" 











Diitrihuton for 

Universal-lnlernational and J. Arthur Rank 


E«U 4 Howell Filmosound Library A Castle Films 

445 Park Avenue • New York 22, N. Y. 

Remittance enclosed n 


Ship COD. D 

■ Position 




1 om interested in tt>e following film cotologues; 
Educational D Recreational O Religious D S-2 

FEBRUARY • 1948 



Nothing to 
Pluc in . . . 
Nothing to 
Connect . . . 
Jutt Pick up 
th« Mike and 


Offering perfect amplification for 
auditoriums, clofiroom* or group 
training. Juit the thing for athletic 
Instruction and coaching. Weighs 
only 12 lbs. complete with batteries. 
Con be used indoors or outdoors. 
The Siltronic Company, Point BIdg., Pgh., Pa. 

Auditorium Programs 

New Process Preserves Flat Pictures 





Only $75.10 complete with batter- 
ies. $78.10 West of the Rockies. 

Emergencies • Crowd Control . School Siiows 

The Siltronic Co. 

Point Building, Pgh., Pa., Dept. S 

Without obligation send me literature describing 
your amazing, new portable public addiess system. 



. State 

PICTURES and printed mate- 
rials that won't easily tear, 
bend, or become dog-eared, dir- 
ty or marred. 

Rare prints that can be passed 
around for class inspection or hunt; 
in reach of incjiiiring fingers. 

Flat pressed samples that can be 
pre.served in their original color 
and appearance. 

Charts and blueprints that can be 
cleaned after smudging in workshop 
or laboratory. 

These are some of the advantages 
made possible by the plastic lamina- 
tion of visual materials for school 

The .\udio-Visual Department of 
the Los Angeles City Schools has 
been one of the pioneers in the edu- 
cational uses of lamination. They 
have some laminated prints which 
have been in circulation for five 
years without replacement or repair. 

According to Mrs. Margaret Diviz- 
ia, acting head of the Department, 
they have found that lamination can 
more than pay for itself in the re- 
duction of replacement and mainte- 
nance costs. 

Lamination consists of placing the 
flat object between two transparent 
siieets of plastic material, and bv the 
application of heat and pressure, 
sealing the edges of the plastic 
around the ])rint and firmly sticking 
the plastic to the siufaces of the 

Formerly lamination required 
thicker sheets of plastic on each side 
tiian the material to be laminated, 
resulting in a bulky product. Recent 
developments have made it possible 
to reduce the bulk of the plastic and 
Mill letain effecti\e edge sealing and 
surface adhesion. 

Some methods of laminating have 

The illustratiiin on Paiies 20-21 b\ court- 

been developed to the point where 
much lower heat and pressure need 
to be applied, thus eliminating the 
danger of ruining prints, and mak- 
ing it possible to laminate color 
prints, Kodachrome slides, pressed 
tiowers and othei materials that 
high heat and prcssiue formerly 

Laminating is done by special 
machines with controlled tempera- 
ture and pressures. Necessarv plas- 
tic materials are usually available 
through the com])anv handling the 

.Almost an\ kind of portrait, mat 
or special surface is now possible in 
laminated form. .And with thermo- 
plastic material the surface can be 
refinished when it becomes marred 
or scratched. 

-A school system can either buv a 
laminating machine or have the 
work done by a machine owner in 
the vicinity. For any extensive use 
of laminating a machine is less ex- 

Cost of laminating varies greatly, 
depending on the type and gauge of 
plastic used. Material for laminat- 
ing an 8 by 10 print could run from 
10 cents to 75 cents. 

.Alter experimenting with \arious 
processes and machines for a num- 
ber of years the Los Angeles school 
s\stem has placed an order for a 
laminating machine with the Glass- 
oloid Corporation. 

Full information on the Glassa- 
loitl lamination process, cost of serv- 
ice to \isual libiaries and dealers as 
well as technical data can be ob- 
tained through tin- Reader Service 
Bureau, Stt: !i; Hkar. 812 N. Dear- 
born St., Chicago 10. Illinois. 

■JV of "Tlic Lamp" of Standard Oil Co. 


Earl M. Hale, President O. H. Coelln, Jr., Publisher 

Walter .A. Wittich, Editor John Guy Fowlkes, Editor 

William Ball, Art Director 

New York Office: Los Angeles Office: 

.501 West 113th Street, 3418 Gardenside Lane, 

Robert Seymour, Jr., Eastern Mgr. Edmund Kerr, Western Mgr. 

Iwiic fi of Volume ."!, pulilisluil Fclinian', 1948 at 812 X Dearborn St.. Chicago 10. bv .\udio. Visual 
Publitations. Inc. Trade Mark Registered V. S. Talent Office. Kntire Contents C:opvriEht 1948. Inter- 
national Rights Reser\ctl. .\|)|)Ii(atif>n for second class matter pending at the Tost Oltice. Chicago, 
Illinois. By subscription S:l.()(i i)er school >ear; foreign $4.l)U. Address all itniiiiries to Chicago office. 




the mm »*"• 

Precision Projectors 
of professional quality 









^m '^ 









S> Ampro 



1 "Imperial" 
* 16mm. Silent 

The name "AMPRO" on any projector is your assurance 
of efficient operation . . . simplified, convenient controls 
. . . rugged construction . . . and long, satisfactory service. 

Proof of this is in the remarkable performance record 
established by Ampro projectors during the past two 
decades in leading school systems, universities, top in- 
dustrial concerns, churches, many branches of government 
service and in private homes all over the world. 

The Ampro organization has the production and en- 
gineering facilities plus the practical experience to make 
some of the world's finest precision projectors. Before 
deciding on anv projector— for any purpose— be sure to 
find out what Ampro has to offer you. 

THE AMPRO CORPORATION • 283S N. Weitern Ave., Chicago 18, III. 

In Canada: Telophoto lndvslrl«« Limited. 1195 Boy Sli ca l. Tafonfa 

A Ge"*rol Prf^ci,'On EauiP"^'"* CofporaftO" SubiJdtO'v 

Send for Circular 

...on Ampro models in which >ou 
are interested. Also send 10c ft>r 
l6-paKe booklet, "The Ama2ing 
Stor>' of Sound .Motion Pictures." 
It dramaticallv illustrates the var- 
ious steps in the recording and 
reproducing of sound on film. 
Of special interest to students, 
teachers, sales executives, librari- 
ins. iii'l I^nim. movie fans. 

I MiMlel "U" 16 m 
HtCti NrtMtHy lUtC Prei«ct«r 

AjDpr«slide2' i 2 


•todd "3»-A" 

■ Trade Mork Reg. U. S. Pat. Off. 

Amproslidc Ooal 
Purpose Protector 
Motfd "30-0" : 

F E B R I A R ^ • 19 4 8 


R<)(,iK Albright. Motion Picture Association 

Lester Anderson, University of Minnesota 

V. C. Arnspicer, Encyclopaedia Britunntra Films, Inc. 

Lester F. Beck, University of Oregon 

Esther Berg, New York City Public Schools 

C:amii.i.a Best, Xew Orleans Public Schools 

lio'iUK E. Brooker. r.S. Office of Education 

|\MKs \V. Brown. S\racuse University 

Roll! RT H. BiiRGERi . San Diego City Schools 

Miss J. Margaret Carter. National Film Board 

Lee VV. Cochran. University of Iowa 

SiFi'HEN NL CoRE^, University of Chicago 

(.. R. Crakes, Educational Consultant, DeJ'ry Corp. 

Amo DeBernardis. Portland Public Schools 

Dean E. Douglass. FUiucational Dept., RCA 

Henry Durr. Virginia State Department of Education 

(;len G. Eve. University of ]\'isconsin 

W. G. Gnaeuingkr. State College of Washington 

Leslie Frye. Cleveland Public Schools 

Lovvm. I'. (.ooDRii II, Sul>t., Milwaukee Schools 

William .\L Gregory, Western Reserve University 

(OHN L. Hamilton. Film Officer, British Information Seivice 

O. A. Hankammkr. Kansas State Teachers College 

W . H. Hartley. Townson State Teachers College, Maryland 

|<)iiN R. I'niversity of loxea 

\IK(.1L E. Hlrrick, University of Chicago 

Hi\k^ H. Hill. President, George Peabody College 

Chari F.s HoFF. University of Omaha 

Walter E. Johnson, Society for Visual Education, Inc. 

Waxda Wheeler Johnston, Knoxi'ille Public Schools 

Herold L. Kooser, Iowa State College 

Abraham Krasker, Boston University 

L. C. Larson. Indiana Unii'ersity 

Gordon N. NTacKenzie. Teachers College, Columbia Univ. 

Harold B. MiCartv, Dirfr/or ]\'HA, University of Wisconsin 

Bfri McClelland. Victor Aninuitograph Corfioration 

Charles P. McInnis, Columbia (5.C.) Public Schools 

Chxrifs I". MiLNKR. University of North Carolina 

F.RMM \. Nkisfn. The Ampro Corporation 

Eli/\blih Goi dv Noel. Radio Consultant, California 

Francis Noel, California Slate Department of Education 

Herbert Olander. University of Pittsburgh 

Bo^ D B. Rakestraw. University of California, Berkeley 

C. R. Rf\(.\n, Film Council of America 

Don C Rogers. Chicago Public Schools 

\\ . I. Rowland. Lexington, Kentucky, Public Sihonh 

E. E. Sf<hriisi. Hirniingham Public Schools 

H vrold Si'EARS. San Francisco Public Schools 

Arthur Stenius, Detroit Public Schools 

Iiiiv Ir(>ii\(.ir. University of Colorado 

I' VI I \Si\i)i, Iniversity of Minnesota 



Dealing with Italian agriculture and the "messadria" system of Italian farming, 
BREAD AND WINE shows the harvest of grapes, the cultivation of crops, the 
making of bread, the routine life of the farmers and their proprietor, and an eve- 
ning meal. Like other JULIEN BRYAN PRODUCTIONS, it stresses people and 
furnishes an excellent background for the study of the economic and social struc- 
ture of modern Italy. Order from your Film Rental Library or Visual Education 

'One of I.F.F.'s five prize winners at the Chicago Film Festival. 



NEW YORK 19, N. Y. 





Of course, it gives you the finest 
obtainable projection of 

STANDARD Lantern Slides 

Have you seen the latest additions 
to Keystone's vast library of edu- 
cational slides? Some of these new 
units will make your work more 
effective — and easier. 

Many instructors realize the possi- 
bilities of 

HANDMADE Lantern Slides 

not only for the presentation of 
special subjects, but for obtaining 
enthusiastic group participation. 

You can sometimes make a worth- 
while cut in the cost of lantern 
slides, by using 


— with four exposures, which are 
screened singly by means of a 
quarter-size mask. 

Place a Flashmeter on 
your Overhead Projector, and 
you have a 


— of thoroughly proven value for 
efficient training in spelling, read- 
ing, recognition and general visual 

By means of an inexpensive adap. 
ter, you can show 

2-INCH Slides 

— with the clear, inexpensive day- 
light projection made possible only 
by a 750 or 1000-watt lamp. 

You can also buy an attachment 
for showing 


— and here again, have the advan- 
tage of the Keystone Overhead 
Projector's powerful illumination. 


An adapter is also available for 


SUPPLEMENTARY LENS —and with the microscopic 

.slides (as well as with two- 
inch slides and strip film) you can use the five-diopter 
supplementary lens, shown at left, which enlarges the 
projection two dimensions each way. 

lAJrite for K^ircuic 

KEYSTONE VIEW COMPANY • meadville, pa, 


F E B R U .\ R V 

19 4 8 




5 New Basic 
Teaching Films 


Mammals of the Counlryside 


Each of these new 16 mm. sound- 
motion films is one reel in length, 
and may be purchased in full color 
for $90, or in black and white for 
only $45. They ore also available 
at nominal rotes through leading 
film-lending libraries. 

Raody to Typ* 


Building Typing Skill 

Powers of Congress 

We'll be glad to send you a 
complete catalog, or further 
information on Purchase, Lease''- 
Purchase, or Rental Sources. 

Jack's Vitil to Costa Rica 




Gilbert Chase Appointed by RCA 
for Educational Record Suniey 
♦ RC:A Victor Di\ isioii ot the Radio 
Ciorporation of A in erica has ap- 
poiiiicd the noted musicologist, Gil- 
liert Chase, to survey the entire field 
of educational recordings. In this 
activity Mr. Chase will confer wiih 
educational groups and institutions 
throughout the country and discuss 
their needs in such fields as pui)lic 
relations, p o e t r y . languages, and 
music, looking towards RCA Victor's 
ex-pansion in the educational record- 
ing and iranscTiption field. 

March of Time Fontni Editions 
Noiv Available on Sale Basis 

♦ l're\iously a\ailable onlv on a 
three-year rental basis. March of 
Time "Forum Edition" Uinim prints 
are now a\ailal)Ie for outright sale. 
The new policy prices these prints, 
which average 16-minutes rinniing 
time, at $55 per print. 

Edited especially for school, col- 
lege, and discussion group use. the 
MC) r Forum Editions now inimber 
35 subjects. On March 1 of this year, 
five new subjects will be released 
in the Forum Edition series. 



Amos— 16mm sound 20 min hlm- 
strip (35 frames) : Rental, S6.00. 
Cathedral Films, Inc., 1970 Cahuen- 
ga Bhd., Hollywood 28, Calif. 

• Amos, the Shepherd of Tekoe, ap- 
peared during the reign of Jeroboam 
II, denouncing the exploitation and 
ensla\cnient of the poor and proph- 
esying the death of the King. The 
film attempts to show the social evils 
that prevailed and how .-Vmos dared 
to oppose them. Emphasizing the 
social, political and religious back- 
groinid of this Old Testament story. 
The Longshoreman — (11 min.) 
Souiul, Color. ,S().").00. Frith Films. 

lulermed, Jr HS; Social Studies, 
C)i( iipations. Transportation. 

• An indi\idual study of .-M Huber, 
a k)iigshorenian, the film considers 
the man himself and some of his 
background, the work he does and 
the \\d\ he lives: and includes im- 
poriaiu scqueiKcs dealing with har- 
bor activities, transportation, a n d 
commerce. .Stressing as it does the 
hinnan aspects of the jobs involved 
in shipping, it is useful not only in 
\ocational guidance classes, but also 
in social studies to introduce a pre- 
liminar) study of labor union-em- 
|jloyer relationships and working 

Patty Learns to Stop, Look, and 
Listen — (16 min.) .Sound, Color, 
,|95.00. Frith Films. 

Prinujry, 1 n t r r ni e d . ; Safety, 

Health, I'irst Aid. 

• Featuring Patty Garman, already 
well known to many school children 
through her roles in the Frith "Lit- 
tle Helper" series, the story is a re- 
enactment of a real accident that 
hap]jened to Patty when she ran out 
on a highway and was hit by a car. 
The accident is followed through 
its various phases: initial shock, first 
aid, hospitali/aiion, home treatment, 
and final recovery. Se\eral impor- 
tant points are made including the 
value of a family attitude of love 
and care, particularly that of Pattv's 
older brother Bill, who learns about 
responsibility during his little sister's 
recovery. The consequences of care- 
lessness are stressed throughout the 
entire production. 

"brotherhood wf.kk" materials are 
listed on paces 17-20 of this issue 




Cotton Industrv- Series (2 filinstrips 
— approx jO frames each) B&W 
52.00 strip: S4.00 series. S\E. 
Intermed., ]r Sr HS: Social Stud- 
ies, Industrial Geography. 

• Produced with the cooperation of 
the National Cotton Council of 
America, the series chronologicallv 
prcNcius th- steps in the develop- 
ment of finished cotton products. 
The first strip. Cotton— From Field 
to Mill, shows the important aspects 
of the cultivation of the plant from 
the time the seed is planted until the 
cotton bales arrive at the mill: and 
stresses the increasing mechanization 
of the entire process. The second. 
Cotton— From Mill to Finished Prod- 
uct, illustrates the procedures in 
transforming the raw fibers into fin- 
ished cloth for clothes, etc.; includ- 
ing such manufacturing operations 
as picking, carding, roving, spinning, 
warping, weaving, bleaching, sanfor- 
i/ing. dveing. and printing. 
Elements of .\rt Series — (8 Film- 
strips) Apply for Price. Jam Handy. 

Intermed, Jr HS: Art, Art appre- 
ciation. (Typical scene below.) 

• .\ series of eight discussional slide- 
tilms. produced by Curriculum 
Films, and exclusively distributed by 
the jam Handy Organization. The 
piupose of the series is, according to 
the producer, "not to teach students 
to be artists, but rather to teach 
them to express themselves through 
drawings and painting." Each strip 
introduces an important element of 
art, and each can be used by the 
teacher to initiate interesting activi- 
ties in the application of these ele- 
ments. Individual titles: 1) Lines; 
2) Shapes: 3) More Shapes: 4) Solid 
Shapes: 5) Color; 6) Using Color: 
7) Proportion; and 8) Painting a 






In the nation's schools and churches, wfifre the possible projection is vital to the effec- 
tiveness of visual instruction. S.\ .E. projectors 
are preferred over all others. S.^ .K. projectors 
are unsurpassed for their efficiency, depend- 
ability, sturdiness. and ease of operation. There 
is no optical svstem more efficient than the 

MODE L DD . . . 1 50-\val t t ri - pur|io->' 
[ir.ijr. tnr. y focal length coated 
.\nasti^niat projt>clion (F:3.5) len.-;. 
Stiows all three; 2' x 2' slides, single- 
and double-frame tijmstrips. Simple 
adjustment for double- to sinsle- 
franie . . . easy change-over from film- 
■itrips to slides and vice versa. Semi- 
automatic vertical slide changer. 
Leatherette carrying case. 

MODEL AAA...300->vatt 
tri-piir[>'>se projector. 5' 
focal length coated \nas- 
tigmat projection (F;3.3) 
lens. Shows all three: 
2' X 2' slides, single- and 
double-frame fiUnstrips. 
Same features as DD. but 
larger, more powerful. 


The .S. \. K. library contains more than 1.500 .3.5mm. 
filmslrips and 20.000 niiniature (2' x 2*) slides. AVtr teach- 
ingnids: Kodachrome Visualized Units, each consisting of 
ten or more 2' x 2' slides organized according to curricu- 
lum units. «ith instructional guide. Correlated lilmslrips 
. . . lilmslrips correlated with specific textbook series. 

Write today for new S.V.E. catalogs, containing full 
descriptive information on projectors, filmstrips. 2' x 2' 
slides, and Visualized Units. Indicate catalogs desire<l. 
.\lso. ask about correlated filmstrips and free sponsored 

\ddress Dept. F\:-" 



^ BulimuU Cvipotaliott 

F E B R U .\ R V • 19 4 8 


The New Under 31 Ib.'Bantatn" at $325 
Gives You BIG Projector Features Plus 
Many New Exclusive DeVry Refinements 

♦ Brilliant, Flickerless Pictures 

♦ Amazingly Life-like Sound 
*2000 ft. Film Copacity 

♦ 750-1000 WaU Illumination 

♦ light Out-Put Exceeds 200 Lumens 

♦ Sound and Silent Projection 

♦ Fast Motor-Driven Rewinding 

♦ Coated Projection Lens 

♦ Coated Condenser Lens 

♦ Automotic Loop Setter 

♦ Rotating Sound Drum 

♦ Prefocused Exciter Lamp 

♦ Simplest Film Threading 

♦ Instant, Positive Tilting 

♦ Precision Built of Quality Materials 

♦ Absolute Film Protection 

♦ Motor Driven Forced-Air Cooling 

♦ Operation on Either AC or DC 

single Case "Ban- 
lam" with built-in 
fiinch ALN'ICO 5 
perinanent itiagnct 
speaker, is readily 
detachable for 
placetnetit at 
screen as desired. 



Dual Case "Dan- 
lam" projector and 
amplifier in one 
case. 8 ALNIC0 5 
permaneni magnet 
speaker in separate 
raaiched case. 


nil Armltaqe Ave. Chicago 14 SM-EI 

I Pl»ai« give ui full particular* an tha naw DEViT"bafitam" 

Sports Film Guide Lists Over 800 Subjects! 

■^ Here i.s the first all-inclusive list- also indexed and addresses provided. 

ini{ of atlileiir, physical education Prepared by the Editors of BUSI- 

and recreational niiiiion pictures and NES.S SCREEN in cooperation with 

slidefilnis. Lists over KOO subjects in the authoritative .\thletic Institute, 

all fields from .\rchery to Wrestling, .Send postpaid anywhere in U. S. at 

includini; essential facts on color, only .50c per copy. Oiscounts on 

running lime and content. Primary quantity orders to libraries and 

sources and loial distributors are dealers. 

Older today from Business Screen Magazine 

HI2 NOKIll 1)1 .\RB()R.\ SIRKKI 

(:liK:,\GCJ (1(1) . ll.MNOIS 


♦ riu .Motion P i c t ur e C 1 u b of 
Evaiider Childs High School, the 
Bronx. X. Y.. was awarded a special 
"Oseai" lj\ the .American Museum 
ol .Niiuiral Historv, for its prodiic- 
lion Rcaclions in Frogs, a color film 
portraying high school students en- 
gaged in lahoratorv experiments on 
Irogs. I he award was presented dur- 
ing the fourth annual meeting of 
the Museum's .Vudio-\'isual Aids In- 
stitute, which conducted the con- 
test to determine the best high 
school-produced film of 1947. 

* * * 


♦ Iwo well-attended film sessions 
on |anuary 29. SO were highlighted 
at the annual midwinter meeting of 
the .American Library Association in 
Chicago. .\ "town meeting" demon- 
stration featuring Round Trip and 
a discussion of film problems facing 
librarians were key topics. 



for All Your Needs! 

Largest library of 

FREE (Sponsored) FILMS 

many in color 

* * * 

Over 500 of the best 


for classroom use 


tor all ages and all types 
of groups 

* • • 
The best films for use in 




• * * 
SCIENCE, and many others. 

V/rUe for New Classified Film List 



t )SN ron 17 

»*J Uliill I M99. 

<MM«0 1 

IS I Twt n. 


Mit mtt^ Oaai 




♦ " riu- Motion Picture in Ediica- 
tion" will be- the theme ol the Sec- 
oiul A II n 11 a 1 Portland (Oregon) 
Aiicli<)-\'i.Mial ClonlereiKe to he luid 
in Portland Fcbniai\ 11! ihioiinii I I. 
Foriiiii (list iissioiis. prex iews ol the 
111 wist eilui ational (iliiis, and field 
iii|)s to studios and a local school 
clisiiiii Depai tiiieiit ol \isiial F.dii- 
<ation will he highliulus ot the e\eiit. 

Scheihiled Conterencc speakers in- 
clude Dr. Henr\ i\I. Giinn, president 
ol Oregon College of Education; Dr. 
l.esiei E. Beck, associate prolessoi ol 
Psycholog), Uiii\ersit\ of Oregon; 
Dr. Peter Odcgard, president ol 
Reed College; James Hamilton, sii 
perintendent of Vanjjort (Oregon) 
schools; W. G. Gnaedinger, bineaii 
of \isiial instruction, Washington 
State College; Loni.s Simmel. presi- 
ilent of .Sinimel-Meser\ey Corp.: and 
Paul Cox, western representative of 
Encyclopaedia Britannica Films. Inc. 

♦ I)K. M \KK AkiHik .\l\\. director 
{)f the Institute of Human Relations 
ami prolessor ol educational psxihol- 
og\ at ^alc Uni\crsit\, has been ap- 
pointed chairman of the research 
coininittee of the Film Council ol 

Dr. Ma\ has hail a dislinguisheil 
career in education, and has been a 
leader in the audio-\isual eduiatioii 

The Editors of SEE & HEAR bring you the highlights in 

NEWS of the MONTH 

field. .\s chairman of the Film Coun- 
cil's research committee he will work 
with \isual eduiators anil ])rodiiieis 
ol classroom motion piitures to help 
impro\e the ti'chnii|iies of lilm pro- 
dm lion, to find out what siibjeii 
,nras most need good lilms loil;i\. 
and to iliiiiniine how ilic mili/a- 
liim ol \isual teaching materials laii 
l)r \\ iileni'd and iitipro\ed. 


♦ Diriitors ,inil i ooi (liu.uois ol 
audio \ isual malii i.ds in I n d i a n a 
SI liools, and inslruitors and diii'ctors 
ol the ;iudio-\ isual programs in the 
colli-gi-s and uni\iisii irs ol the stale 
mil riceiith on the Indiana l'iii\ei- 
sii\ campus to organi/e thiinsib is 
as thai 111 members ol a gii>u|) to bi 
known .IS A\'1I) (.\uilio A'isnal lu 
siMulii>n Directors) ol Indi.iiia. 

Purposes ol ilii new oigani/ation 
wvw dedned as: (I) lo pro\ idi' an 
oppoilunilx lor directors lo beinme 
aii|uaniii'il and work together on 
mulual problems; (2) to act as a 
iliaiing house loi itleas and piojiils 

of statewide concern: (3) to pro\ ide 
direction and coordination lor the 
audio \isiial programs in the stale: 
and (1) to develop projects ol assist- 
ance to directors of a-\' education. 


♦ Spok.iiie .iiiii Omak ( oiileieni es 
III rill l\ am acted about .SOO teachers 
ol .Spokane County and Spokane City 
St liools in a Conference of Insiruc- 
lioiial Aids, li liaiuied pu|)il-iiacher 
demoiisi rations by teachers and stu- 
dents from Irent (Miss .Maxine Da- 
\iilsoii anil third graders) , .Millwood 
(Ml. Robert Riddle and seventh 

graders) and Nine .Mile (.Mrs. Ernes- 
line l.oMJov). Demonsiraiioiis por- 
li.iMil ilassroom uses ol a wide \a- 
rielx ol still .iiiil iiioiion piilures. 


♦ ■■ I ill I lili/ation ol \ isual \\ds 
in r e a c h i 11 g .Methods" was the 
theme of a sjiecial \ isual idiuaiion 
workshop londiictid last iiioiuh by 
I)k. .\I. H. SniNHAisiR. head of the 
Dipai iiiient of Education. .Muhlen- 
berg College, for tlie faculty of Em- 
inaus High School, Allentown, Pa. 

Hire .\rk Inr. Indiana Ariiio-XisiAi, Dirii.ioks Ani> Giisis wlui iilliiulcd llic lii\t sliili aiij^diiiuilioii Kinfiirticr ul Indiiimi i'. in 
Deccmbir: Front row (1 to) f. C. Altxundet , H. VV. Schuize, L. Kenworllix. K. Scliri-ihir. I). I., l.ynti, (,. Mrliitirr. C. .\trKrnfii. C. Brod- 
tiirk. ir. Jarboe. M. Day. D. WiUiams; second row: L. D. Milter. I'. I.. Tatlock. li. Slollbcrg. H. Knntis. Mrs. G. M. Atten. G. M. Alien, 
F. Andrews. D. Simpson. F. Tliomns. P. L. Fislier, and A. Gibson. Tliird row. li. I.. liufe, P. II'. Moladax. C. B. Totbert. 11 . Sniitli. 

0. R. Slnirgal. C. Giiss. C. Miller. F. G. Meet. L. C. Larson, G. R. Wrtilliers. L. Uhaley. K. Barr. Top row: If. Barnes. R. .MrDougal, 

1. .Moon. H. Xormnn. D. Willinms. K. TInnslnn. F C.nrmony. F. Knttkendiill . T. IVIiite. A. H\er. B. Sparks. D. E. O'Bcirne.. 

FEBRUARY • 1948 



The Allantd, Georgia Film Count il is an outstanding exinnj)lf of ( oniinunily de\'c}oj)inent. 


Intercultural Relationships 

by Thurmaii White 

Exeritlive Director. 

Film Coundl of America^ 


|)l(>])frl\ il(.-si;^iKti ,iiul el 


A \. Icttixch used can Ix- an 
effeciive means of achieving greaici 
Iiainiony among people. Impro\ed 
relationships a m o n g connnunily 
groups and individuals can be a con- 
sequence cjI local film coimcil nieet- 
insfs. The basic film council oryani- 
zation plan, shown in tiie adjoining 
chart. pi<)\ ides for mtmliership Irom 
all groups within a comimuiit). .\ 
film coimcil is the connnunity in 
miniature. Its members may come 
from maii\ churches and various oc- 
cii|)ations. financial le\cls, political 
parties, nationalities and races. 
There may be present ^viihin a given 

rhf Film Council of Amerita i\ incorporated 
to further the "effective use of audio-visual 
matt-rials for the general ^\elfaI(• of all pe<»i>le." 

council most if not all of the com- 
munity backgrounds of racial ten- 
sion, religious conllict, labor strife. 
]jolitical bickering, and national 
hatreds. Under such circumstances, 
I Fie informational film proves an ad- 
mirable rallying point around whit li 
group leaders ma\ build coopera- 
tive experiences which exentually 
should mean a comiminiix of better 
in formed citizens. 

The kinds of activities and the 
kinds of materials which engage the 
attention of film council participants 
are frecjuenth aimed at matters of 
social consei]uence. Fimctioning ex- 
amples exist in mam jjarts of liie 
United States. 

The Newark P'ilm Council recent- 
1\ screened the film. Tlie Strength of 
a City. This is Newark's "red feath- 
er" film— a persuasive sound motion 
picture on that city's Communil\ 
(Hiesi. In ten minutes, more than 

[\\i> luindred men and women repre- 
senting at least half that number of 
communit) organizations ^vere fa- 
\orably introduced to the ideas the 
film revealed — they saw the film, 
learned of its availabiliiv and were 
lecpiested to show the same film to 
their parent groups. Officials of the 
Newark Community Chest report 
that Strength of a Cit\ was subse- 
c[uentl\ shown to more than 350.000 
residents. Major credit to that film 
can be gi\en for the current \ear's 
successful campaign. The s t o r y 
strongh suggests that, if community 
leaders e\erywhere could share in 
similar community film experiences, 
we Avoiild witness ini]jro\einent in 
social relationships among indi\id- 
uals and groups. 

In Indianapolis another film pro- 
gram is under \\d\. The group or- 
gani/ed for this purpose is C.i\ic 
Kilnis. Inc.— a chartered film council 



in Indianafxilis. The project has re- 
cel^ed the cooperation and support 
oi the cit\"s leading business and in- 
dustrial represeniati\es. Its Screen- 
int; and Ad\ isorv Board includes In- 
diana's Ciovernor, State SupK-rintend- 
enc, the Mayor, public librarian, 
church leaders, prominent educators, 
and other civic leaders. Its Speakers 
Bureau conducts film forums for an\ 
tomnnuiitv group— and averages one 
each da\. The men of Main Street 
ha\e contributed several thousand 
dollars for the purchase of films, and 
local \ isual education dealers furnish 
the projection equipment. Their 
purpose is stated as follows: 

■"In every .\merican neighbor- 
luKxl. relationships are strained bv 
intolerance, racial tensions, juvenile 
delinquencN. disrespect for law and 
order, breakdown of home and fam- 
il\ relationships . . . The first step 
in dealing efiectixeh with our prob- 
lem is to attack it where it began— 
within oursehes— within our own 
tommimities. In our own neighbor- 
hoods, where individuals represent- 
ing various groups li\e and work 

together, where customs and beliefs 
are most often expressed, we can best 
solve our current social problems 
through education. Half-true gen- 
eralizations and prejudices must be 
replaced w i t h factual information 
and wholesome attitudes. The uni- 
\ersal interest and appeal of the mt>- 
tion picture makes it the ideal medi- 
um through which to instill the de- 
sirable attitudes and appreciations 
necessan for better human relations. 
This is the fundamental principle 
of one world . . . Either we face the 
realities of this changing social struc- 
ture Moa-- and use all of our intel- 
ligence to cope with such problems 
on a local basis, or we will lose at 
home what we seek on an interna- 
tional basis."'* 

The film councils of .\merica are 
currentlv sharing in a significant in- 
ternational project that calls for a 
most humane relationship among 
peoples. It is the United Nations 
.\ppeal for Children. Councils are 
coojjerating with their local .Appeal 

D«taik of tlu$ piooeer prosram may he had 
by ti-ritiiig Joe Riersoo. WFBM Radio Station. 
Indianapolis. Ind. 

chairmen b\ emphasizing the show- 
ings of related films by all groujjs 
that meet A\ithin the time limits set 
by the campaig^i. It is recognized that 
no conmuuiitx group could refuse a 
sick and raxaged child of wax if he 
stood before it. The purpose of the 
film councils is to stand many such 
children— dazed and resourcelcss — 
before their neighbors by showing 
them the desperateh urgent jjicturcs 
that ha\e come out of the areas of 
greatest nec-d. -\ partial list of sudi 
films was prepared b\ a special FC.\ 
committee, headed by Patricia Blair, 
film adviser, .\merican Library .As- 
sociation. Copies may be had with- 
out charge b\ addressing a request 
to the Film Council of .\merica, 6 
West Ontario Street. Chicago. Illi- 

The Film Council of .\merica will 
assist local councils to engage in film 
educational activities which will 
meet this great public need, .\ddress 
retjuests for literature and informa- 
tion to the Film Council of .\merica. 
6 West Ontario Street. Chicago, llli- 



FRIENDS of the 
Informational Film 







1. New Films 

2. Films For Organizations 

3. Films For Community Progress 

4. Films For Understanding 








"The men and won^en who ptarficlpate In a local to acnieve a common purpose ttirough a common 

film council have many differences but are able interest in the inforn^atiorval film." 

F E B R I A R Y • 19 4 8 



Midvale Organizes a Community Film Council 

late nioblcms ol oinani/alioii lioiii llic \ei'N I)l- 
* ginning. Usual I \ iliey gel sucli problems set- 
tled in two or three nicetings— at least officers are 
elected lor a definiie ])eriod. All too often, howe\er, 
the lulls ol ihe organi/alion lake an undue amount ol 
time. \'alual)lc- weeks an' lost until some sort of a 
working agreemeiii is rcadud. The council "marks 
time" while- ihc- loi ui of the organization is considered 
and (annoi proccck' with ils \erv mgent fimction of 
slinuilaliiig anil assisiiuj; llu' elK-(ii\e use ol audio 
\isual uiau-rials. 

It is important, iherelore, that a majorily of the 
grou]) \)c spi-edih satisfied with the answers to such 
fundauicnial (iiiestions as. \\'hal officers shall we have? 
W'liiii shall we meet? .Shall -we lia\e lines? What coui- 
miliees shall we have? W'hal shall be oiu membershi]) 
recpiirements? What shoidd be a (luonuii? 

I'radiii-s on these things \ar\ wideh among the 
established him cotmcils. Most ha\e a written con- 
siitiuion or aiticles of agreement, but some ilo not. 
Some have a "|)resident": others have a "chairman". 
.\ lew iiuei (|uanerl\: sexeial have weeklv luncheons. 

*Midi<(il(' isii I (UliKilly on the miij) 
( niiniiiniilirs it'lii'ie the film inuniil 

One council has a membcrshij) fee of three dollars: 
another, a constitutional piohibition against an\ fee. 

It is encouraging, however, to luAv that recent 
experiences of the staff of the Film Council of .\merica 
indicate a growing tendency for uniloiniitv in many 
ol these things. Such a tendency is a sign of maturity 
ill the iiiovenient. Leaders of both old and new coun- 
cils li.ive been \ei\ ctnions about I he wa\s that organi- 
/alioual pioblciiis have been solved by others. 

ll has been stronglv and fietjuently suggested b\ 
members of the Community Ccjuncil Committee that 
A sam])le constitution and organi/ation chart shoidd be 
dial led lo help them and to speed tip the trenil. Lhev 
kc'l that the jniblication of such samples will be iisefid 
to some ol the older councils and gitailv facilitate 
the establishment of new councils. 

A sample constiuition and oigani/aliou chart has, 
iherelore, been constructed for the typical Midvale 
Film Cioimcil. Thev contain some of the most popular 
leatures lo be found in the iialion's niosi successful 

COUlll ils. 

Midvale. as .i lev\' people know, is .i coiiimuniiv ol 

hill i.\ typKiil of thiiiisdiich of Aini-iKini 
idea (iiii and should he miidr to work. 

Film Council of America 


A. Press releases. 

B. Meeting announcements. 

Midvale Community Film Council 

A. Contacts all community or- 
ganizations,' churches, clubs 




schools, PTA's, libraries, busi- 


ness, labor, farm, veterans 
youth groups, adult forums. 

CHAIRMAN: keeps active personnel on 

C. Contacts visual specialists. 

each committee; appoints special 



A. Constitution and by-laws. 


B. Nominating. 

VICE-CHAIRMAN: works with 

C. Attendance. 


A. Information center. 

SECRETARY: records council actions; 
books films for meetings; mail to FCA. 

TREASURER: collects and disburses 


B. Preview groups. 

C. Film festivals. 

D. Operator's classes. 

E. Community film calendar. 

F. Community equipment. 


3. Student film councils. 
H. Inter-city councils. 


annual national or regional conferences. 


A. Surveys members' needs. 
8. New films for programs. 


C. Recommends new projects. 

D. Suggestions for new films 
to possible producers. 



10,00(1 [n'oplc. lc>c:it(.il IkiII\v.i\ hclwcrn ()Hali()m,i .nul 
I'cxas. lis Film C^oiinril was ornaiii/td in 1912 as ilic 
(oiiimmiity agciicv to scinc in thf war iiliii piot^iam. 
Alici a siiiAON ol tiu- iiK-nibcrs' iict'cN. ilio Couiuil 
louiul ihat Mithalc ])C()pir didnl sec iiilonnalioiial 
liiiiis l)ttaiisi- ihc [Hoplc ilidn'i know then- wcii' siuii 
liliiis. So. the first C'on\iniiinl\ projt'cl was a I'liiii 

Iiiloiinalion (inur in the l'iil)li( I.ihrarv. \l lliat 
time, ilicrc wen- i>nl\ iwo Clomuil olhtcrs. a (liiairman 
and a Sccrctarv; siiui ilun liii' Clomuil activities have 
in. nil- it siK li a v.dii.ililc (onniiunilv asst'i liiat several 
othfi otlidis ha\f Ikiii aikird. At a icor<;aiii/ali()n 
nKclins> last .\la\. tin- .\lid\ak' Cloiistiliition that ap- 
pc.ns below .uiopled. 

A (Constitution for the Midvale Film (ioniicir 

1. NAME: "this ()ig;ini/;ilion sIkiII Ik- known .i^ ilic \liit\.ilc 
Film Coiiiuil. 

2. Pl'RPOSE: II shall be the |jui|)()sc ol this C.oiMuil lo sliiiiii 
Idle ami ms;s/ ihe cIlfUiM- use of andiovisiial material. 

;i. MEMUERSHIP: Meiiil)eishi|> in the Coiiiuil shall consist of 
inili\iihiaN and organi/ations interested in audiovisual materi- 
als. Meniliers in good standing -ili.dl have- ihc- privilege of 
voting, attending all meetings, and sliall leieive announcements 
of all meetings and copies of proceedings when released. Kach 
paid mendiership shall he entitled lo one vote, 
-t. ()FFIC:ERS: (a) lliis organi/alion sh.dl have as iis oflicers a 
( \ic:e-C'.hairnian. .Secretarv. lu-asnii-i. .nul Delegates 
III iIk- I 11 \i Coi'Ncai. Of .Xmkrkv. 

(I)) 1 he officers of this organization shall be- c-li-cu-il lo serve 
one year bv a majoritv of the mcnd)ers preseni .ii ihe 
liusincss Meeting in May of each year and shall take office in 
Jnlv of the following fiscal vcar. .Ml elected officers shall bi- 
meinbi-is in good standing. 

'). f ;().M.MITTEES: (a) Appropriate- commillees di-t.iiU-il in llie 
hvlavvs shall be .set up by the oflicers at their discretion to 
further the aims and purposes of the Midvalc I'ilm C.ouiuil. 

(I)) The oflicers and the eliairnien of ihe lonnniiucs shall 
constitute the Executive Committee of the Council. 

6. .MEETINCiS: Meetings of the Eseculive Comniil U-e shall be 
held monthly. .S[)ecial meetings of this (unnnillec- sIi.lH bc- 
called at the discretion of the 

(b) Ciencral membership meetings shall In- held monihlv. 
.Special meetings of the organization niav be i.illi-d .n ihi- dis- 
ci et ion of the Executive Committee. 

7. DUE.S: (a) Individual membership clues shall be .'ii2.(lll pc-i 
veai. payable prior to the .\nnnal llusiness Meeting. 

(b) Organi/alional membership dues shall be SKI. 00 per veai. 
payable al the Aininal Business \l<-eliiig. 

8. .\.MENDMENTS and BY-L.-VWS: .\nu-ndiiu-nis lo ihe (.on 
slilulion or the By-Laws of this organization sh.ill In- made onlv 
at a regular meeting thereof, hv a majorilv \oic ol the iiiembc-is 
present. No proposition to amend shall In acted upon unless 
written notice thereof has been given to ihi Sccrclary prior lo 
the meeting. A copy of sucli a proposition shall be eiidiodii-d 
in Ihe call for the next meeting, and a cojiy sent lo even nu in 
ber ol Ihe organization at least ten days before the- date ol ilu- 
iu-\i meeting at uhicli the amendment is to be- vou-d upon. 


1. OFFICERS: (a) Clhaimian aiul his duties: 

{I) It shall be the dulv of the ( h.iiiiiian lo pn-pan- Ihc- .igi-nd.i 

and preside at all meetings. 

(2) He shall call special meetings ol ilu- (oniuil oi iiiive- 

C:ommiItce when he deenrs it necessary or uluii lequc-su-d to do 

so by the Executive Committc-e. or upon uiiiiin re(|Uest of al 

least one fourth of the membership. 

iS) He shall appoint all ccmimitlee (hairmen. 

(b) Vice-CJiainnan: (1) In the absence of the Chairman, ihe 
\iceC.hairman shall assume all duties of the Chairman. 

(2) He shall be ihe exofficio member of all connniltees. 

(c) Secretary: il) All resolutions and proceedings of the meet 

ings ol Ihe Couiu il sh.dl In- i-iiiii<-d in ilu- piope-i boeiks bv the 


(2) Ihe .Secretary shall (ondnci all coriesiiondence relating to 
Ihe Council, and shall perforin :ill duties pertaining to the 
olllce of the- Secielarv. 

(<1) Treasurer: .\ll inonevs pav.ibli- lo ilu- Coinuil sh.ill be paid 

to the I reasuier of the Council. 

(2) .-Ml moneys payable by the Council shall b<- paid by 
(hecks signc-d bv ilu- Ireasniei. 

^'^) He shall u-poi i ihe condilioii ol ilu- Ireiisnrv at each 

nu-eling of the- Couiuil. 
(e) Exeeulive Clonnuittee: (I) Il shall be the diilv ol the txetu- 
live ( ommillee lo determine the policies and to plan activities 
ol ilu- (oinuil. and lo lake charge, control, and manage all 
piopeiiv belonging lo the Council. 

('_') 1 hey shall keep a record of Iheir proceedings and m.ike 

a report thereof in writing lo the Couiuil al ihe Annual 

Business Meeting in May. 

(3) It shall be the duty of the Executive Committee to super- 
vise the linances of the Cotnicil and audit all bills prior to 
pavnu-nl ihereof. 

ill Ihe ollice of a member of ihe Executive Committee inav 
be considered vaiaiu bv his or her absence frcrm two consectr 
live iiu-c-lings of ilu- l-,\i-(iilive Commiltce withoni good and 
sullicunl ic-.lsou isl.K loi\ lo Ihc Kseilllive ( oiiiiiiil lie, 


(a) Committees sh.ill be (siablished by the Executive Coinmiltee 
as iK-eded .nul ilu- woik ol ihc Council assigned as follows: 

(I) Informalion: shall prepare and obtain the publication of 
piess .111(1 ladio releases; shall contact the mendiership with 
nu-eling annoiiiu ciiK-nls :in(l invitations. 

12) Membership: sh.ill (onlad for membeiship and oblaiii 
ilu- .i(liv(- participation ol .ill (ommunilv organizations, audio- 
visual specialists, and olhci liiends of informational lihns. 

(3) Organiialioii: shall h.iiulU- ill matters pertaining to con- 
siiiulion. by-laws and amendments thereto: make committee 
nominations for new ollicers to be elected at the .\nntial Bus- 
iiu-ss M(-cling: keep ihe register of members and check their 
.111(11(1. iiu(- .11 .ill iiu-clings. 

(4) Projects: shall organize and supervise Council projects, 
sudi as information centers, preview groups, fdm festivals, 
opc-ialois' (lasses, comnniniiy film calendars, film forums, 
sliideni lilm (ouncils. counnnniiy (((uipment calendars, spcm- 
sorship of lilm ( ouncils in neighboring towns and cities. 

(.">) Research: shall conduct surveys of members' lilm needs; 
make recommendation on Council projects and new films for 
Coiiiuil meetings; prepare suggestions to prcKlucers for new 
and belter lilms. 

(b) \ll commillees sh.ill Ik- subjcc i lo ilu- (all ol their respective 
( hairmen. 


(a) A m.ijoiilv ol ihe meml)ers shall consiiiute a cpioiinii aiiihor- 
izecl to transact the busines.^ of the Council. 

(b) RoiiKRis Rrrrs Ok Ordfh shall l>e the parliamentaiv aiiihor- 
itv for all matters of proccHlnre not spccificalh coverc-d bv ihe 
Consiinilion or Bv laws. 

Aii\ ( oniiinniily film roinuil ttiiiy fr<-f ly (idol)! Ilir form of this loiislttution. 


19 4 8 





by Bernice Bridges 

and Samuel S. Fishzohn, 

Xationnl Social Welfarr 
Assemhly. Int.. New York 

Jolniny'i rtiii^ious prejudice gets the betlci 
di his sportsmaiysJiip on the field. 

Racial prejudice holds xoungslers apart. 

II hcii II teen-ager comes to town now. lie's greeted by the iVeUoine Stranger Club in 
his school: he's slioicn around and made part of the gang and it's activities. 

Tensions and hostile feelings melt away as 
youngsters decorate their new place. 

IIX'E.S oi the National 
Social Welfare Assenihh 
\isiticl Madison. \\'isronsin. last \tai 
and aitciukd meetings ol the ^onth 
Council, they were delighted. Here 
were young people working with all 
the serious purpose of responsible 
human beings engaged in the vital 
business ol cooperative living. 

No wonder then, when the ^outh 
Division set out to produce .Mitkr 
]\'tiy of Yoitlh, Hinun motion pic- 
luie dramatizing the activities of a 
\outh C;ouncil in a typical Ameri- 
can tf)wn, that the locale selected 
was .Madison. Ihe Madison 'iouth 
Council, now in its fifth veai, is the 
oldest in the country, with a letord 
of achieveimiit of which it is jusli- 
hal)ly pioud. I Inough their ofhiial 
delegates on the Youth Council, and 
with the guidance and help of expe- 
rienced adult leaders, the leen-age 
membeis of every young people's 
oigani/ation in the communitv have 
worked together on projects of real 
(i\i( value. The youngsters (ome 
logetlier from high school and settle- 
ment house clubs, from churches, 
from the .Americaii Junior Red 
Cross, from Youth Hostels, -f-H 
clubs, \MCAs and ^MHAs, Boy 
Scouts, Girl Scouts-in short, from 

every group of boys and girls in the 
city. Today, Madison's young people 
take the responsibilities of citizen- 
slii|> seriouslv. Thev find fiui and 
pleasure in "bek)nging," and the 
adults of Madison, in return for the 
help they have given, enjov the pro- 
found satisfaction of knowing that 
their teen-agers will come to matur- 
ity with a knowledge of democracv 
that is not merely theoretical. From 
their personal contacts with people 
of other neighborhoods, of other 
backgrounds, races and religions, 
these youngsters gain a positive at- 
titude toward democracy, because 
they are liv ing its principles. 

When the producers arrived in 
[uiv to film .Make IVay for Youth, 
tile teen-agers pitdied in to tfie var- 
ied tasks thev undertook and carried 
tliem out with enthusiasm and re- 
markable organi/ation. Thev set up 
a Persoimel Clouunillee. sent out a 
call through high school bulletins, 
newspapers and radio stations for all 
voinigsiers interested in movie act- 
ing. Thev prepared the (|uestion- 
naires and made tlie appointments 
for the applicants, and they heljx-d 
senile the grown-ups needed for the 
adult roles. Once shooting began, the 
Youth Council organized a complete 

(C O \ T I .\ !_• E D t) .\ PAGE 3 2) 



by Esther Berg 

New York Public Schools 

there is a need for America 
to resolve the problems of 
racial and religious differences. 

"We have accepted the principle 
of brotherhood as the basis for the 
gradual development of democratic 
idealism. This ideal of brotherhocKl 
is recognized as one of the very cor- 
nerstones of community life. Un- 
less wc check intolerance and devel- 
op better understanding of the aims 
and ideals of various groups and na- 
tions, the term democracy will be- 
come a mere slogan and the ideals 
of brotherhood a meaningless 

To put meaning into the words 
"democracy," "brotherhood," "equal- 
ity," the teacher can find no better 
medium than the film, specifically 
the film forum. But it is clearly 
shown that there is a definite "know- 
how" of a film forum; a film is but 
a tool and cannot do the job alone 
no more than a scaljjel alone can 
perform an operation. Both require 
skillful handling and direction. 

In an attempt to show teachers 
one technique, we arranged a film 
forum organized around the use of 
one film on the subject of intergroup 
relationships. We used the film Bro- 
therhood of Man**. A panel of four 
was selected to lead the discussion— 
an audience of 140 teachers partici- 
pated in a town meeting, as it were. 
The group served in a dual capacity 
—learning the "know-how" of a film 
forum, and at the same time being 
part of it. The great value of the film 
—seeing an idea together— led the 
group through a common experience 
which served as common ground for 
discussion. Before the film showing 
the audience was alerted to the fol- 
lowing questions: Is race prejudice 
still a problem? Why isn't more prog- 
ress being made in meeting this 
problem? What can be done to make 
more progress? 

After the film was shown, there 
W3S much active and fruitful discus- 
sion, unusual audience participation, 
and the discussion was kept rolling 

Visual Materials 


by the leader. Problems of the class- 
room and of the community were 

The teacher cognizant ol the 
"how" is confronted with the 
"where" and the "which." She nmst 
give much thought to her selection 
of films to help establish socially ac- 
ceptable concepts relating to inter- 
cultural, interracial, or intergroup 
relationships among young adults 
and children. .\s the teacher looks 
through the following list of films 
and filmstrips, she will ask herseli 
the following questions to help her 
decide what film to use: 

"Is the film suitable to the intel- 
lectual and social maturity of my 

"Will the film correct distortions 
concerning other people?" 

"Will it teach the pupil to reject 

"Will the film stress democratic 
attitudes, respect for the human per- 
sonality and the dignity of man, free- 
dom of worship, brotherhood and 

"Will the film increase under- 
standing between the \arious na- 
tional, racial and religious groups 
which makeup America?" 

With all the materials at our dis- 

posal we must establish understand- 
ing among people— one for the other. 
Only a united people can survive 
this atomic age. Only a united peo- 
ple can cope with the problems thai 
this post-war period presents. Dis- 
crimination by any group ol .Amer- 
icans against any other group is a 
dangerous thing, and litis undeino- 
(vatic practice must be eliminated. 

I'o help suggest modern tools of 
learning which, when brought into 
our classrooms, will help you create 
the kind of a social learning envi- 
ronment we wish, the following list 
of visual audio materials is pre- 


Achimota — 16mni sound, 19 rain.; 
Cost, $50.00; Rental, |2.00. British 
Information Services, 360 N. Mich- 
igan .Avenue, Chicago I, 111. 

Sr HS, Col, Adult; Teaching, Soc. 

Studies, Clubs. 
• During the last generation many 
educational centers have sprung up 
throughout the African Gold Coast. 
One of these colleges was built at 
Achimota and endowed by the Gov- 
ernment. The college is co-educa- 
tional, residential; the staff both Eu- 


This scene is from the mitstiinding color film "Boundary Lines" 

"Education for UDity in the Schools of New 
York Slate." New York University. Albany. 

BTolherhood ol Man, 9 niin.. Color. $80. Bran- 
don Films, 1600 Broadway. New York, N. Y. 

FEBRUARY • 1948 





humanity has grown up and 
is continuing to grow uj) ini- 
der conditions which foster a narrow, 
provincial set of attitudes toward 
other cultural groups and their 
unique ways of life It is a common- 
place of social anthropology that one 
cultural group or subgroup tends 
over a period of time to develop 
certain unique customs, institutions, 
and systems of value. To the person 
who grows up in the culture— these 
customs, institutions, and values rep- 
resent the "right" way to do things. 
There is a "right" way to worship, 
there is a "right" way to organize 
political affairs, there is a "right" 
way to dress, to eat, to marry, to rear 
children, and so on. Members of 
other cultural groups who do not 
subscribe to these "right" ways of 
doing things are at best the objects 
of suspicion and at worst the objects 
of virulent hatred. Throughout his- 
tory cultural groups have rarely re- 
frained from using strong means, in- 
cluding organized violence, to im- 
pose their "right" ways of doing 
things on other groups. 

The provincial mind created 
enough serious problems when the 
world was less closely knit than it 
now is, but with the advent of mod- 

by G. Max Wingo 

University of Michigan 

cm means of transportation and 
connnunication the strain has be- 
come intolerable. Many sober social 
thinkers are convinced that unless 
we can break down this provincial- 
ism, which is still typical in one de- 
gree or another of all peoples, there 
is doubt about the actual sun'ival of 
humanity, not to mention the more 
refined segments of what we are 
pleased to call civilization. 

That the problem is of the utmost 
urgency cannot be doubted by even 
the casual observer. The late war 
apparently did nothing to resolve 
the almost unbearable tension. If it 
did anything, it only heightened it. 
Our own national life is plagued by 
hostility, suspicion, hatred, and fear 
among religious, racial, and even 
political groups. Real issues are ob- 
scured by the repetition of ancient 
prejudices, and propagandists play 
skillfully on our atavistic fear of 
those who are unlike ourselves in 
certain respects. 

The hallmark of the provincial 
mind is not its intolerance or its sus- 
picion, although these qualities are 

always found in it. The real hall- 
mark of the provincial mind is ig- 
norance. The ignorant mind does 
not have knowledge as one of its 
properties, much less wisdom. Its 
owner may not be unlettered, but he 
is certainh unaware of the \ast com- 
plexity of human society the world 
over. He does not know that other 
peoples may have found satisfying 
ways to pursue values and aspirations 
which are unlike his own. Because 
his intellectual horizoJi is bounded 
by the borders of his own little cul- 
tural, religious, or political group, 
he cannot understand how human 
beings could possibly reject his in- 
stitutions and his values and substi- 
tute some "outlandish" thing iyi their 

The ignorance of the provincial 
mind is a sad thing to contemplate, 
but when ignorance is coupled with 
an unwillingness to learn, the pic- 
ture becomes, at least in our own 
world, terrifying. So powerful are 
the effects of childhood experience, 
the provincial mind of an adult can 
be a marvelously resistant thing. It 
can be proof against inquiry and 
against the consideration of evidence. 
To a somewhat more limited extent, 
it can even be proof against emo- 
tional appeal, unless this appeal is 


skillfully directed along the old 
channels of prejudice by consum- 
mate propagandists, of which there 
is no present shortage. And so. al- 
though the provincial mind is igno- 
rant, its most trying characteristic is 
its resolute unwillingness to learn, 
to evaluate, or to appreciate. 

Fortunately, the provincial mind 
is made and not bom. If it were 
born, the case would be a hofjeless 
one. and teachers would not be re- 
quired to worr\ about means to com- 
bat it. To say that it is made b to 
say it is a human creation and to 
give some hope that we can do some- 
thing about it. There are many 
social institutions which participate 
in the formation of attitudes and be- 
liefs in children, but the public 
school was established and is main- 
tained in our societv in the belief 
that it is of great potential power in 
the formation of beliefs and atti- 
tudes of children, and thus ultimate- 
ly of all of society. It seeins difficult 
to deny that in our time -u-e must 
make the school a vehicle of enlight- 
enment about cultural diversitv and 
the problems which are related to it. 
We must stop creating pToi-incial 
minds which cannot see farther than 
the nearest frontier. From an earl\ 
age children must hai'e vizid experi- 
ence with the ways of life of other 
people, and they must hai-e the 
knowledge which will enable them 
to understand that essentially men 
are alike and that in the long I'iew 
differences are largely superficial and 

But mere information is only a 
necessarv condition; it is not a suffi- 
cient one. \Ve must also bring up 
children with a predisposition to 

face social as well as other problems 
on the basis of inquirv. discussion, 
and intelligent action. It takes a long 
time to create an enlightened mind- 
it takes infinite skill and infinite pa- 
tience. People are not "naturally" 
disposed to inquire into both sides 
of a problem, to collect and evaluate 
evidence •dispassionateK. and to for- 
mulate a course of action on the 
basis of this procedure. These are 
highly refined and complex proce- 
dures which it has taken the race a 
long time to evolve. It takes a life- 
time to learn them, and childhood 
is not too earh a time to start. 

The issue, then, seeins clear. .\s 
school people we must be concerned 
vsith giving children knowledge and 
with helping them develop habits 
involved in inquirv, discussion, and 
action based on thought. These hab- 
its and techniques are the deadly 
enemies of the provincial mind. .\s 
the accompanv ing illustration pwints 
out, they constitute the most power- 
ful forces we have in combatting 
prejudice, fear, hate, and violence. 

Books and other printed material 
have always been the most common 
tools of the teacher, and books are 
indeed a powerful means of propa- 
gating knovsledge and of enabling 
us to share vicariously in the experi- 
ences of other people. But the past 
few decades have seen the steady 
growth of another medium of com- 
munication, which there is reason 
to believe may be far more powerful 
in its effects than printed material. 
This medium is the motion picture 
and its near relative, the filmstrip. 

The motion picture is almost 
ideallv suited to the first of the two 
objectives discussed above. .\t the 

present time most of us are still un- 
able to have first hand contact with 
the people of other cultures because 
foreign travel is exjiensive and time- 
consuming. But vs-ith the motion 
picture, the world can literally be 
brought into the classroom. We can 
associate with people the world 
around in their daily lives: we can 
worship with them; we can see their 
industries, their arts; and even more 
important, we can share in their val- 
ues and their aspirations, their tri- 
umphs and their defeats. 

The motion picture can also dram- 
atize far more v ividly than the 
printed page the compelling nation- 
al and international social problems 
which face us as a jjeople todav. .A. 
well-made film, skillfullv used, can 
stimulate discussion, investigation, 
and thought to a degree impossible 
to achieve with anv other mechum. 
Thus by the wise use of motion pic- 
tures and filmstrips we can give chil- 
dren, at a very earlv age, the oppor- 
tunity to discuss problems of inter- 
group and intercultural relations 
and begin to develop the attitudes 
of tolerance, objectivitv, and svm- 
pathy which are so badly needed. 

Because the motion picture is so 
powerful in its effects, it is potential- 
Iv a great weapon for either good or 
evil. Dejjending on how it is made 
and used, it can be prostituted to the 
uses of those who wish to app>eal to 
the old prejudices and the old hates, 
or it can be used as a means to in- 
augurate a new era of tolerance, un- 
derstanding, and cooperation. To 
those vvho make motion piamies 
and to those v*ho use them in the 
education of children, the challenge 
is great. 

(continued from page 17) 

ropean and African. Their purpose 

is to train teachers to meet the dire 

need of new schools. 

Americans All— 16mm sound, 16 

min.; 3-year lease. March of Time, 

369 Lexington Ave., New York 17, 


Intermed, Jr, Sr HS, Adult; Soc. 

Studies, Civics, U.S. Hist., Clubs. 

• No more serious menace threatens 
American democracy than that of 
interracial and inter-religious ha- 
treds. Despite the fact that America 
was first settled by groups of sup- 
pressed European minorities, and 
despite the declared rights of Ameri- 
cans to "life, liberty, and the pursuit 
of happiness," there are those who 
deny these rights to some of their 
fellowmen. This film offers a grip- 
ping and objective presentation of 
an issue which concerns every Amer- 
ican. The film further shows how a 
forward-looking city like Springfield, 
Mass., offers an inspiring plan to 
other communities for combatting 
prejudices— shows how your school 
and your town can deal with the 
causes of this injustice. 

Atomic Energy— 16mm sound, 10 
min., 145.00. Encyclopaedia Britan- 
nica Films, Inc., E B Films Bldg., 
Wilmette, Illinois. 

Jr, Sr HS, Col, Adult; Gen. Sci., 

Chem., Physics, Clubs. 

• Care should be taken in selecting 
this film in the light of the following 
information: While opening and 
closing shots are of the Bikini tests, 
the body of the film describes in very 
complete animated sequences the 
principles of nuclear fission and 
chain reactions. Even though ma- 
terial is presented carefully, great 
concentration and re-study are neces- 
sary to understand entirely this most 
abstract of concepts. Excellently or- 
ganized, highly graphic, and com- 
pletely visualized. 

Atomic Power— 16mm sound, 19 
min.; 3 yr. lease. March of Time, 
369 Lexington Avenue, New York- 
17, N.Y. 
Jr, Sr HS, Col, Adult; World Hist., 
U.S. Hist., Clubs, Soc. Studies. 

• This film shows the great battle 
which occurred in the last 20 years 
among the nations as they attempted 
to discover the secret of atomic pow- 
er. The personalities involved in 
America's struggle for the release of 

atomic energy are built around 
chronological high points. The so- 
cial significance of atomic power is 
explained as well as the story of its 
development. An exceptionally fine 
historical treatment. Correlates well 
with films, Atomic Energy, Atom 
Bomb-Bikini Test, and Atom Test. 
Boundary Lines— 16mm sound, 11 
niiji.. Color, $81.00. International 
Film Foundation, 1600 Broadway, 
New York 19, N.Y. 

Jr, Sr HS, Col, Adult; SocioL, U.S. 

Hist., Clubs. 

• A completely different animated 
film technique is used in this ap- 
|)roach to the problem of intergroup 
relations. The theme concerns the 
invisible "boundary lines" of color, 
oiigin, wealth, and poverty, which 
often result in the accumulation of 
fear and suspicion, and finally in 
\var. Very forceful presentation. 
Brotherhood of Man— 16mm sound. 
Color, $80.00. Brandon Films. 1600 
Broadway, New York, N.Y. 

Intermed, Jr, Sr HS, Col, Adult; 
Soc. Studies, Civics, U.S. Hist., 

• An animated color cartoon shows 
man's new inter-relationships in the 
world today. The conflict between 
our desire to be friendly with one 
aother and our fears and suspicions 
is dramatically told. The film shows 
how the alleged differences between 
national and racial groups cannot be 
upheld when true understandings 
of biological similarities are under- 
stood. Closing scenes show the ne- 
cessity for international understand- 

Children of Tragedy— 16nim sound, 
22 min.; Deposit. Save the Children 
Federation, 1 Madison Ave., New 
York 10, N.Y. 

/(, Sr HS, Col, Adult; World Hist., 

Civics, Clubs. 

• An effective story of the conditions 
in Northern Europe after World 
War II. Special emphasis reveals 
the devastating plight of the chil- 
tlren of the stricken areas. The 
struggle to rebuild, the necessity for 
education along democratic ways of 
thinking and acting are told. The 
film suggests that the viewer become 
one of a group to sponsor a needy 
child or school, and to assist in the 
collection ol materials, food, etc., to 
be sent to them. 

Democracy and Despotism — 16mm 
sound, 10 min., $90.00. Encyclopae- 

dia Britannica Films, Inc., E B- 
Films Bldg., Wilmette, 111. 

Sr HS, Col, Adult; U.S. Hist., 


• An effective means of making spe- 
cific and concrete a set of character- 
istics by which one can identify the 
presence or absence of a democratic 
lorm. The film identifies democracy 
by its signs — shared respect and 
shared power. The film showi that 
these signs of democracy flourish or 
wane in the presence or absence of 
enlightenment and economic bal- 
ance. The second half of the film 
shows how one can identify one's 
own community with respect to the 
degree that it lives under a complete 
or incomplete democratic form. 
Millions of Us-16mm sound, $90.00. 
Brandon Films, 1600 Broadway, New 
York, N. Y. 

Sr HS, Col, Adult; Soc. Studies, 
Econ., U. S. Hist., Clubs. 

• While casting around for re-em- 
ployment during a depression peri- 
od, a typical worker applies for a 
position as strike breaker. As such, 
he listens to representatives of or- 
ganized labor explain the viewpoint 
of a striker. While the purpose of 
the film is definitely to promote un- 
ion organization, it is a viewpoint 
which should be known by students 
of the subject, and is useful as such. 
One People— 16mm sound. Color, 
10 min.; Deposit. Anti-Defamation 
League, 212 Fifth Ave., New York 
10, N. Y. 

Jr, Sr HS, Col, Adult; Soc. Studies, 
Social., U.S. Hist., Clubs. 

• The purpose of this film is to show 
that America is a nation of nations, 
a people of peoples, a land of immi- 
grants. It presents a case for equal 
opportunities and no discrimination; 
studies origins of American people, 
our immigration policy, and stresses 
brotherhood and understanding. 
Our Flag— 16mm, 11 min.. Color; 
Cost, $85.00. Simmel-Meservey, Inc., 
321 S. Beverly Dr., Beverly Hills, 

Prim., Intermed., Jr, Sr HS; Civics, 
(hiidance, Soc. Studies. 

• An inspiring and moving story of 
om- country's flag and its meaning. 
I'he customs and traditions sur- 
rounding the flag are explained in 
a direct, meaningful manner that 
will motivate a ne\er-to-be-foi^otten 
respect for our national emblem. 

(continued on pace 36) 



. have inherited a building, 

in reasonably good repair, 

but not yet finish~* 

vitalising PRACTICAl pairioiism 

by William H. Hartley 

Stale Teachers CnUeire. Towsnn. Miiryla 


WAR I, a wave of reaction 
swept our country. This 
leadion a])ijlied not only to ilii' 
economic and political activities of 
the United States, but to its moral 
ami spiiitiial lite as well. It became 
"smart" to speak in derogatory 
phrases when referring to the crusad- 
ing spirit and zeal for democracy 
whidi accompanied oin- entraiKe 
into the war. The slogan, "Make the 
World Safe for Democracy," became 
a jeer, and those who spoke with 
pride concerning any aspect ol .Amer- 
ica's past were labeled "Hag wavers" 
and "professional |)atriots." Depre- 
liation was the style and cxnicism 

It took a second World War to 
teach us the value of practical pa- 
triotism. .\.s our way of life became 
threatened by power-mad dictators 
and foreign-fxjrn "isms", there came 
to us a realization that the ad\an- 
lages which we possessed were worth 
lighting for. The close of the wai 
with its international chaos has 

l)i<>ughl home to nianv .\miii(ans 
the del einii nation lo hold last lo 
their helitage of freedom. So the 
Kieedom Train rolls and in its wake 
lea\es an aroused interest in our 
(ountrv's past, present, and future. 

Realizing the need for youth to be 
ledeilicated continuously to the 
ideals of freedom, the National Ed- 
ucation .Association's Department of 
SeeondaiN Teachers api)i()ached a 
national publication* with a jjlan 
lor a series ol lilmslrips to tell the 
storN ol how we concei\ed and won 
oiu lights and what must be tlone 
if we aie to retain them. Enlisting a 
group of outstanding educators and 
historians, six authoritati\e lilm- 
slrips called Our Ameruan Herii- 
ai:,r** have been produced. 

One might very properly raise the 
tpiestion: How can the presentation 
of a series ot projected ])ictures as- 
sist in the maintenance and exten- 

Reader's Digest 

Our American Heritage, scries of six Tcach-O- 
Kilmstrips. about 45 frames each; prite. SI9..'>(I. 
Popular Siience Publishing Company. .1.53 
tourth Avenue. New ^'ork. N. Y. 

siou ol tkiiioii<iii( ideals"' I he an- 
swer lies in the nature of the filmstrip 
as a teaching tool. In the light ol 
the ediuational objective under con- 
sideration, the lilmsirip possesses the 
following potentialities: 

1. It presents a series of dramatic 
pictures, charts, cartoons and maps 
to l)uild uj) a background of under- 
standing concerning our traditions 
and institutions. Presented in logical 
or chronological order, these visual 
rejjresentations help to tell the story 
ol lieedom's progress. They furnish 
students with a basic minimum of 
lads upon which they may base their 

2. The pictures should arouse in 
the students a feeling of pride in 
their heritage. They should not. 
however, leave the class with a be- 
nign feeling that a state of perfec- 
lion has been reached and all that 
the present generation needs to do 
is to relax and enjoy the fruits of 
their ancestors' labor. Democracy 
must be realistically presented with 

(c; C) N I 1 .\ f F D ON P A G li 3 0) 


cues III top oiul hdllinii nf //i/\ piifii ini- Irum (lit Ann i ii nil Ihriliiiic liiiislril>s notril ahnve. 


19 4 8 


A fine map of the 
'Ouhii two or mnrr 

Island oj Oaliu shows the location of schools. In )iniil 
srliool levels arc sometimes housed in one plant. 


by Helen Hanawalt Griggs 

Field .Assistant. Oalni Schools, 
Territory of Hawaii 

Oahu has received new su])- 
pori. One year ago, district 
rLorgani/aiion made it possible to 
establish a full-time position of Field 
Assistant in AudioA'isiial Education 
to serve the si\iy-(i\e public schools 
on Oahu. 

The old Office of C;i\ ilian Defense 
has become a central depositor) for 
audi()-\isual materials — a fire-proof 
air-conditioned buildinsj with twelve- 
inch reinforced concrete walls. In- 
terior walls are sound proofed and 
there are electric oiulets to spare. 

Oin- second concern was to get ma- 
terials and to develop ways for cir- 
culating and maintaining them. Ma- 
terials already a\ailable were pre- 
\ icwed in older to find out ^vhether 
they contributed to units within om 
curriculum. Desirable sponsored 
materials were pifKined on an ex- 
tended loan basis, because of the un- 
certainties of transportation (onnec- 
tions ^\ith the mainland. 


All of our work, planning and material assembly is for the enrichment 
of learning situations for sttch young people as these. Our objective could 
not be higher. {All pictures by Hideo Niiyama, Kroshaiu Studio of Photo- 
graphy, Honolulu, T.H.) 

i lie Di\ isioiis of Health Educa- 
lion, Dental Hygiene, and Home 
Economics, which are lesponsililc for 
tcrritor\-wide education in their spe- 
cific fields, placed dims, which they 
were able to purdiasi'. in our audio- 
\ isual center. 

To increase the number of films 
a\ailahle to each school and to pre- 
\eni unnecessary duplication, o u r 
senior high-school principals and 
auilio-\ isual (oordinators .igreed to 
pool the films they had and to pur- 
chase as many as possible during ihc 
|>reseiit scIkkjI year. 

Our audio-\ isual resources were 
meagre. We began lo look tor addi- 
tional means with which to increase 
our supply of materials. .St^condary 
schools are authori/ed to collect an 
audio-visual fee of fifty cents per 
pupil per year. This year senior and 
junior high schools will set aside ten 
cents of each audio-\ isual fee for the 



1)111 ( li.i^L' ot iilins lo l)c deposited in 

lllf CCIlttl. 

The plan lo ( oiiii ibiiic to tlic cen- 
tral film pool is gaining nionienmni. 
Science, physical education, librarx. 
and social studies de|)aiinKiUs ])iii- 
chased films as insliiiciional mate- 
rials and placed I hem in our deposi- 
tory tor circulation and maintenance. 
A seiiioi' class jnst piiixhased a much 
needed film: one ol the elementarv 
schools i)()iiglu a new color lihii i<i 
recipnx ale tor the use iheschoi)! ha^ 
alreach iiuuic ol oiii liliiis; .iiui iwo 
|iri\.ile schools ha\e joined ihe pool, 
Oui junior hii;h schools ha\c' also 
liii;iin a |)ool ol liicii own and seem 
l•lllhll^iastic in helping its extension. 
I he idea of ])Ooling motion-pictme 
lilnis has mo\ed alK-.icI wiili slai'tling 

iiators were scheduled to familiarize 
teachers with the use of the various 
i\pes of ei|uipmeni available, and to 
train and certify soinid projecioi' op- 
erators. To dale one iiundred and 
eleven persons bcin (ciiilied. 

Our major atleniion lias l)een cen- 
tered on placing as main illustrative 
materials as possible in the hands of 
classroom teachers lor enriching the 
experience ol om^ school children, 
but we h.i\e liird lo sci ii|) a louliiie 
which would ai llie same time en- 
(oiii.igc .ippio\i(l ulili/aiion ])rac- 
tices. We allow loaniil nialelials lo 
remain al .ni\ one school long 
enough lo pel mil teachers to preview 
ihem before showing and lo reshow 
them when desirable. I'he corre- 
lated use of a \ariet\ of types of au- 

moiuh. At these meetings, which 
are held in the audio-visual build- 
ing, coordinators receive o ti t 1 i n e 
guides on the use of materials and 
eipiipment, film descriptions, and 
lists of new materials. This informa- 
tion is miiiieogia])hed on perioraled 
sheets and jjlaied in each coordina- 
tor's audio-\ isiial loldei. Duplicate 
folders and m.iiei ials are sent to ev- 
er\ school pi incipal. We plan to con- 
solidate the film descriptions and 
oiher lists of axailable materials into 
a catalog for use by classroom teach- 
ers. .After the outline teaching guides 
have been examined, tried, and re- 
vised by groups of teachers, we plan 
lo incorporate their suggesiions into 
a utili/a.tion handbook. 

Each gioup of coordinators iuiic- 

Mri'liiigs arc In Id iit monthly intervals among the 
nndio-i'isual i Dorflinators of the secondary s( hoots. 

Xou< used as an audio-fisual center jor Uahii schools, 
this hiiildini^ once sewed as control center for the OCD. 

suppoil .uul (oiiuiuiiiilv inlcrest. All 
films ic irell as all oin materials and 
iijiiipment are i ni iiliiled leilhoiit 
I Inn or. 

.Schools ma\ check oui on loan an\ 
of our projection ecpiipment which 
includes four sound projectors, two 
standard lantern-slide |)rojectors. 
three tri-purpose lilmsiii]) .ind 2" x 
2" slide projectors, three iranscrip- 
lioii turntables, iwo portable phono- 
grajjlis, a disc recorder with radio 
receiving set, an overhead projector 
and two opacpie projectors. -At least 
twenty schools are waiting for deliv- 
ery of the sound projectors which 
they expect during this current year. 
To guarantee that their films 
would secure as skillful handling as 
jx)ssible, meetings ol scIuhiI coordi- 

dio-\ isual materials is encouraged b\ 
recommending a \ariety of materials 
lor each instructional unit and by 
suggesting additions when teachers 
make definite requests. 

The audio-visual coordinator of 
each school is theoretically the per- 
son who represents the school in 
making arrangements to secure au- 
dio-yisual materials. 7Wo ol our 
school coordinators are now relieved 
of pari of their teaching load in or- 
der to handle this responsibilitv 
more effitienth. In our larger high 
schools, the department head directs 
the audio-visual activities for his spe- 
cific department. 

.Audio-visual coordinators liom ilu- 
elementary schools and secondary 
coordinatois meet regularly each 

tions as a pi ev lew or evaluaiion com- 
mittee. Each coordinator is encour- 
aged to take back lo the teachers in 
his school the information he re- 
ceives at the monthly meeting. 

Our key emphasis in the utili/a- 
lion oi audio-visual materials has 
been their integiaiion into the cur- 
litiilum. .Monthly jjrograms lor ele- 
meniary coordinators have been fo- 
cused on audio-visual resources 
which teachers can use tcj provide 
greater reality in experience for units 
of instruction developed for each 
grade level bv .Miss Elizabeth Collins 
in her "Handbook lor Elementary 
Teachers ot the I'ublic Schools of 
Hawaii." This book has been issued 
lo all elementary teachers. Corre- 

(C O N T I N U K D O .N PACK 31) 

F E B R U .A R V 

19 4 8 


Thr Ixra'crfiil incdiuin itf iiidio works for dcuunrmy lit lliis i lass) (imii xidio hrudddist to I'Inliidt Ijjiita Schooli. 


by Gertrude Novoko\sky 
Radio AssistcnjI, Philadelphia Public Schools 

(lassrooni doins; aboui 
l)ctleriiiu iniersjr()U|) if 
lations? Ho^v do schools broacicasi 
aid ill fostering deniotratic atiiiudes 
and behavior of a socially desirable 

The answers to some of these piob- 
lems may be seen in Philadelphia 
public schools. Every week, two liun 
dred and ihirty-six thousand pupils 
in ninety-two per cent of the public 
schools hear radio programs as pait 
of their classroom acti\ities. Broad- 
casts are })lainied that bring into ilie 
classrcjom leal demotrac). 

The Philadelphia Radio Rosiei 
includes sixteen programs each week 
from kindergaiten thiough gi ade 
twelve, in \arious s u fj j e c t fields. 
Whether in music, science, social 
studies, or literature, the radio 
broadcast emphasis is upon the lad 
that (i)ntribiitions ha\e been madi- 
b\ man\ races and main peoples. 
In bioatlcasting aiiout other lands, 
attempts are made to foster an ap- 
preciation of the art, music, or scien- 
iili< dis((>\ cries that have grown out 
ol o I ii ( I (uliures. Broadcasts arc 
plainied thai stimulate free discus- 
sion. Programs arc platMied to build 
an understanding and an apprecia- 
tion ol all |)eoplc-. 

.Most significani is ilu- cHecli\e 
ulili/alion ol these j)rograms l)\ 

teacliers as a regular part of class- 
loom instruction. T e a c h e r s ha\e 
lound that a radio program can be a 
\ahiable educational ex])erience. 

Training in good intergroup rela- 
tions becomes a pleasant process 
when it is accom])lished by a pro- 
giam like "The Ameiican .\d\en- 
ture." In this, the IVcslward Ho! 
edition, an imaginary character in 
I he jjerson of Uncle Pele Stoner 
crosses the United States on Route 
.'{0, starting from Philadelphia. What 
.in opportunitx to learn the customs 
ptculiai to the peojile of \arioiis 
conmuinilies: The Penirs\]\ania 
(.ermans. ihc Morax ians. llic' "Klat 
Kis" ol the Ohio Ri\er. the Indians, 
tile larmeis of the plains, and the 
Mormons! Lives of historical figures 
with their old-world backgrounds, 
such as C;hristopher Ludwick, .Mad 
Anthoiix Wayne, .\nclrew (larnegie. 
Biitlalo Bill, and )im Bridgei . are 
also presented. Better understanding 
ol .ill pe()|jles comes to our children 
iliiDiigh ihe conn ibulions mack l)\ 
lluse groii]>s and men. All lia\e 
served, and we who lollow .iltei, 

Anotlui program available to the 
I'liiladelpliia teachers, "Once I'pon 
.\ Time", dramatizes "stories our 
world neighbors tell." presenting 
nivlhs and legends ol all countries 
in such a wa\ thai world neighbors 

take on a new importance. The sto- 
ries enlarge the concepts of the 
\oung audience and make for a hap- 
\>kr understanding of all the ]>eo- 
|jles of the earth. 

"Magic of Books," brings a col- 
lection of dramatized stories about 
|)eople. leal and fictional, who have 
contributed something of value to 
all ol us. Included in the series are 
stories ol some of the world's most 
lamous composers. The music of 
these men is presented in a music 
appreciation series, "Music in the 
.Air." Not long ago. while \isiting 
with a class during a broadcast, a 
child was heard lo make this remark. 
'I hose lellows, Ha\dn and Handel 
and Sc huberi— ihe\ were prett\ keen 
musicians. They were good Ger- 
mans, weren't the\?" 

"Exploring .Music \\'ith Mars \an 
Doien. " a nationallv known pianist 
and musician. e\er\ Tuesda) morn- 
ing is anoihei pleasurable and valu- 
able experience. After Marv \'an 
Doren's |)rogiaiii. children enter 
upon a \ariety of activities. Some 
of them paint in free style what the 
iiuisic has suggested to them. Some- 
times as a class project, frie/es are 
painted illustrating the music. Boys 
and girls keep notebooks and scrap- 
books on musicians, on m u s i c a I 
lorins. on newspajjer stories of musi- 
cal e \ e n t s and personalities. The 



proi^raiii siiiiuil;itc"> creati\c individ- 
iial and srou]) atiivities that judl all 
ihc incnibiTs ol the (hiss "iiilo liu- 

A new and \ci\ welcome ackliiioii 
lo the radio scene this year is the 
popular "Wiffils" series. These 
health and safet\ broadcasts leatiire 
a typical .Vmerican family, all ol 
wliom encounter daily experieiues 
that contriluite to better family and 
(oiiiniiinitv relationships, and to 
f^ieater respect lor the riuhts ol peo- 

"Science Is Fini" stiesses the inter- 
dependence of mankind. It tries to 
show that scientists of all national- 
ities and all rcliu;ions ha\e (ontiil)- 
iited to the welfaie ol mankind. 

A prouram foi elementary grades 
called "I'rip To the Zoo" begins 
with a fanciUiI tale about an animal, 
which is followed by scientilic fa(is 
regarding the animal anci its habitat. 
This leads in an interest in geog- 
ia|)h\ . 

I he xocational guidance program 
is an effective tool in educating lor 
citizenship. E a c h w e e k "Careei 
Forum" brings to the microphone 
s«me outstanding personality of the 
business or professional vvorld. These 
guest speakers conduct seminars in 
the different vocational fields: cjues- 
lions are asked by a panel ol xoinii^- 
slrrs representing puhln . jirii'nte, 
and parochidi sehooh: and when 

.\rthur Kaufman, department store 
exe(iiti\i', emphasizes "the ])lain e\- 
(■i\da\ neiessity ol getting a I o n i; 
with lellow-\\<)rkers, ■ the (oiue])t ol 
so( i.d relationships begins to lake 

lime and time again (|uesiions 
have been asked b\ this panel about 
the empl(i\ infill sii ii.ii ion for colored 
l)o\s .ind gills. Do you think colored 
and vvhites have ecjual <)pportunit\ ■■ 
C'an a colored boy get a joij as .111 
engineer? .\re there an\ jobs lor 
colored bo\s other ili.iii iiiiskilli-d 
in the building cr)nstruclion lield? Is 
discrimination practiced in the tin 
ions.' Questions like these |)i)iiii ii|) 
the problems and make \oimg peo 
pie aware (hat lhe\ ha\e a stake in 

Another program whi(h 111 e 1 i 1 s 
pailidilai attenlioii .is an rxaiiiplr 
ol iiuergroup relations is "[uiiioi 
1 own Meeting." a secondaiN school 
program. Designed to helj) vouth ol 
today build lor a bettei lomoriow. 
its purpose is lo keep \oiiiig America 
inlormed, to activate its inuiesi in 
( i\ ic life, and to educate it in ilie 
|)iinciples of democracy. Here is .111 
example where for the Inst time in 
the city's history, all types of schools 
—public, private, parochial. Protest- 
am. Catholic— have worked togeilui 
on a common undertaking. ()}i a 
"jiuiKir Toien Meeting" piogiani. 
Ilieie may he im hided in the student 

panel, Xegro and ivhite pupils, 
i'reneli and Chinese. They are se- 
le( ted heiauu- the\ are outstanding 

.\noiher |)atlein lor attack on this 
|)i()l)lem is represeiued in "Within 
Our Gates." This series is prepaied 
in cooperation with the IMiiladel- 
]>lii.i Kellowshii) Commission with 
I lie purpose ol "reaching into the 
heart and inner emotions ol men. 
women, and children of all ages and 
make them realize how truly inter- 
dependent we all are." "Within Oin 
C.atcs" diamatized the lite stories ol 
|)i()|)le from various racial and na- 
lional stocks who have contributed 
10 the well-being ol mankind. 

\\c- have listed oiiK a lew ol tin- 
many programs designed to iucieasc- 
democratic attitudes and behavicir. 
Am values that these broadcasts may 
possess lie, of course, principally with 
the teachers using the programs in 
their classrooms. As a motivating 
force, as an integrating force, radio's 
power is tremendous. It is, however, 
only a tool. It is successful only as 
teachers make wise and intelligent 
use of this tool. "Group-understand- 
ing " has been termed "democracy's 
unlmished business. " If, through the 
ijower of radio in the classroom, this 
■unlinished business" can he satis- 
lactorally cleared — let us. bv all 
means do so. 

Let us see more Demucraiy at 

Respect for good icork a< complished 
by skillful men regardless of color, 
creed or harkground is ini ideated 
by another weekly Philadelphia 
school broadcast. 

FEBRUARY • 1948 


'I lit- aiifllfjui' I'aitii ilKitiou iit the film 
foriDii "Is Demucrncy Working iti Humati 
Relaliniii?" irns broadcast to a potential 
listening aiutienie of twe millions in the tri- 
state aira ot Inrtimiit. Midiigan and Ohio. 



By Robert LaFoUette 

Director, Soi ial Siicnic l)cj)l.. 
Ball State Teachers College, 
Miincie. Indiana. 

WHA r is a film loniiii? Briefly, 
i( is a group distussion based 
upon a motion-picture film. The 
group participates in a forum dis- 
cussion of a film lor the purpose of 
clarifying the understanding of basic 
issues in public affairs, economic, 
social, and political. As informal 
adidt ediuation. the iiiiii forum uses 
a new mediiun of coimniuiicaiion as 
a device for stimulating group dis- 
cussion. It is ''talliing back" to a 
motion pictme which has starleil 
ihoughi. The sponsors of the loiiun 
do not necessarily agree with the 
thesis of the film and in\ ite the most 
searching analysis. Like anv forum 
it is betier loi it to Ix' on the paiicin 
of a neighborhood meeting than on 
that of a mass rallv. It is not mass 
enteriainment, rather it is for the 
thinking few. Its significance may 
not be measured by counting heads. 

Fiim toriuiis, like any forums, must 
be carefully planned. A series of 
fonuns will pro\e more effcctixe if 
plainied to de\elop a theme. Sensi- 
tive to the iniderlying trends in so- 
ciety, the planning connniiiec or 
indi\idual will search diligent 1\ to 
fmd films (docinnentaries, tele- 
scopetl commercials or news reels) 
which reveal vital moving ideas of 
our era. Visualized concepts will be 
concrete, bridging the gap between 
the citizen and his cornmunity by de- 
jjicting actual conditions and people. 
.Xaiiualh. whether the core idea in- 
\olves conmuniitN planning, inter- 
cultural education, winning the 
peace, conserving natural human re- 
soiuces. Inunan relations, or recon- 
struction and rehabilitation, the 
(lioice of theme will be limited by 
availability of functional films. The 
choice of films is crucial. The docu- 
inentar\ discerns liic dramatic in the 
actual. Ihe fact film makes facts the 
raw material. 

Oxercoining Iiarriers of s|)a( c. liack- 
groiuid, and lime, the film shoidd 
presein a Iniman situation. To make 
an impression on humanity, the fifm 

must itsell l)c lilmed with himianitv. 
The dociunenlarv Idm opens u]j new 
horizons through additional dimen- 
sions and shares with the radio the 
preser\ation of the materials of civic 
obser\ation. The film is as mucli a 
reference as a fjook and similarh 
aids as a basis for an informed pub- 
iic opinion. The arousing and sus- 
taining of interest by revealing real- 
il^. not icish fulfillment . on the 
screen will be facifitated by <]uality 
photography and sound track. The 
talking motion picture has become 
an institiuion, bin don't be afraid of 
tfie silent fiim for the silent has 
flexibility. Balance is the thing to be 
striven for in tvpes of films, methods 
of utili/ation, and in purposes for 
which they are used. 

The film serves as a "come on," 
it brings out the people, and builds 
group rajjport. The |)ublicit\ must 
be out well in adxance as an oxer-all 
co\eragc. Follow-up stories vili in- 
dividualize successive forums and 
ser\e as concurrent reminders. .\t- 
lracti\e. colorful and well-made post- 
ers slraiegicalK placetl will hel]). 
Usually names of actors fiave little 
|inl:)licitv appeal. In a docinnentary. 
for example, the actors are ordinary 
nun. women anil children — people 
going about their exeryda\ life in 
factory, or farm, in a mining camp, 
on a (am])us. or in |)ubli( alfairs. 
Obxioiish, a limeh subjeil well 
plirased attracts attendance and pro- 
motes parlici|)ation. 



The sroi'p oiRc aiiiactcd to die 
meeting place must not be disap- 
pointed. The setting in which the 
lihii loiuni is held is important. .\ii 
atlia(ti\i- loom with a iiiaximum 
eapa(it\ ol two hundred iiti\. uiili 
good liglit and acoustics, is suggested. 
It slioiild be well \entilated and 
properh heated. Large oscillating 
fans should be provided in summer. 
.Steaming, perspiring, uncomfortable 
peo|)le do not make good or |)atiii)t 

Be sure the biiilcling is open on 
time. Know tliai the room is ready. 
Be certain that the film and jirojec- 
tor are a\aiial)le. Cliieck with the 
operator as to jilace and hour. .Ar- 
range for quick control ol lighting 
so that there will be no fumljling in 
the dark. Tlie film mav well be sup- 
piemenied l)\ a number of \er\ el- 
let ti\e maps ami charts and other 
iwo-ditnensional material. 

.\tter the lilni has been screened in 
advance and analyticallv e\aluated 
in relation to the particular pros- 
|>ecti\e audience, the forum manage- 
ment is read\. Begin the forum on 
time and definitely limit the question 
period. The people attending ha\e 
other obligations and thev should 
know that the forum will not go 
beyond a specified time. Vou want 
them to come to the next meeting. 
Nfake the introduction short and 
snapp\. consuming not more than 
a few minutes. At the close of the 
film showing get announcements 
made before discussiii" the films. 

'I he loium leader is interested in 
an active, critical \iewing of the film 
in an examination of the key as- 
sumptions, l-.nt aurage persons to jot 
down memoranda of questions or 
ideas wliich occur to them as Ihey 
vieiv the picture. Ir is a " do 
vot rHiNK" cH.M.i.KNGF. Ask that 
they have ready their areas of inter- 
est, the areas the\ wished explored. 
Be prepared to talk back to the ])i(- 
tuie. Talking back lo tin- picture 
tends to make the discussion more 
objective. The forum leader is not 
serving as final authority. He .should 
talk little and refer the cpiestions to 
the audience, which ma\ include re- 
source persons ;\ho aie especiallv 
well inlbrmed on the particular 
issues. Terminate the di.scussion as 
soon as the peak of interest is passed, 
don't let it linger on. 

A panel ot lour to six peisoiis m.i\ 
be Used, especialh il thegiou]) tends 
to be large. In an\ e\eiit the moder- 
ator desires that facts be brought to 
the surface and fair conclusions 
formed or. at least, ideas circulated. 
It should be thoroughh ini])ailial 
and provide a free and open iucpiirv 
into problems of public concern. 
Film forums have group appeal as 
learning something in compaiiv with 
otfiers. A good idea tinged with 
emotion has real ])iish and mav pro- 
vide a mood, hut controversial sub- 
jects may be considered without 
bitterness. The leader helps to ex- 
plore but does not make the de- 

.\ids to creative forums are found 
ill the distribution of reading lists 
in advance. .\ single sheet of back- 
ground facts and cjiiestions proves 
suggestive. Librarv exhibits and 
book displays are further supple- 
ments. Film forums increase the use 
of books in follow-up study. 

I'he ladois determining liu- suc- 
cess of any forum may be present 
as criteria for ev aluating film forums: 

1. Films must be selected and care 
taken to secure the best results 
of screening and sound. 

2. I'nless the (ilm is accomjjaiiied 
by understandal)Ie commentarv, 
the value is lost and the audience 
becomes inattentive. 

?i. The care ol film ccpiijjment is of 
utmost imi)oitance for good pro- 
jection. Eijuipment must be set 
up and reach for use when the 
meeting begins. 
I. Trained and well cjualified pro- 
jectionists are essential to good 
film showings. 
5. Prepare the discussion group, 
project the film, and stimulate 
anahticai discussion, 
f hrougii the motion picture 
movement is re-enacted, natural 
sound is added to the observation, 
appeal is made to the emotions, and 
lile situations are portraved. Learn- 
ing is facilitated through sight and 
sound. Concepts are concreted, and 
the non-verijal and non-readers are 
reached. Public affairs are presented 
to both the ear-minded and the eye- 
minded— to people who remember 
l)etter what they hear, to people who 
remember better what they see. Both 
sight and hearing are utilized 
through these imilti-sensorv mate- 
rials lor viiali/iiig democracv as gov- 
ernment through discussion and 

Piclure Credit: Robert LaFollelle. 

Piiiifl ml ■■|17iy Feed the Hungry?" is pic- 
lured aliuvt. The idea developed u'a.s "Food 
Mitim Peace." Xotire the use of supple- 
iiietitary charts atid graphic displays— these 
were referred lo in answer to discussion. 

F E B R L A R ^ • 19 4 8 




dren had completed the 
reading unit. At The 
Farm, in Three Friends.* They had 
particularly enjoyed the delightful 
stories about farm animals— "Mothers 
Are Like That." "A Ride On Tim." 
and "In the Barn." W'e were then 
ready. I thought, to use the two 
filmstrips Mother Hen and Horses 
On The Farm.** 

I had pre\iewed these two fine 
filmstrips, and checked the vocabu- 
lary for words I needed to present 
for advance stutly with the children. 
1 noted several not in our pre\ ions 
reading vocabidary, but then it 
occurred to me that I might test the 
value of the filmstrij) as a means of 
enlarging vocabulary. I decided then 
to present the two filmstrips simply 
in this manner: 

"Children, did we enjo) the stories 
about farm animals in oiu" book 
'Three Friends'? 

Children: "Yes." 

"Today I have a story about a 
farm animal and a farm bird. Thev 
are not in a book: thev are on a 

Then I showed Mot Iter Hen. 
The children read the entire story 
without help. .\s i iiatl guessed, the 
pictures presented the content clue 
for the new words. The same was 
true of Horses On The Far??!. 

In the dim light I watched the 
children's faces as 1 tinned the pic- 

• Three Friends, He.Tllh and Pt-isona! Develop- 
ment Series: Scott, Foit-Mnan and C;ompanv, 62:1 
S. Wahash Avenue. Chicago '>. Hlinois. 
•' Motlier Hen. 15 frames, S:!.00, Trindl-KinK. 
123 S. Bowling Green Way, Los .\ngeles 21. 

HorjM On TIte Farm, 23 frames. $3.00, Trindl 

Because the filmstrips give such en- 
j<)\?ne?it to children, they are stimu- 
laled to e?igagc in rna?iy follow-up 
activities— drawing, telling stories, 
reading in lihiary hooks, and drama- 
tized plaw 

By Marie Preclrkkson 

— and— 

By Lyell J. Moore 

Director, Audio-Visual Education, 
Mason City, Iowa 

uircs. As tlie pictures focused on the 
screen, their eyes focused on the pic- 
tures and the clear, bold letters 
umlerneath. They seemed to "fig- 
ure": "It's going to move now. I 
want to see w-hat comes next." In a 
classroom of thirty-one children with 
a three reading-group arrangement 
it is not so easy to focus a \oung 
child's attention in a book. The 
pages in a book won't mo\c until 
the child himself "moves" it. And 
so it is natural that he sometimes 
figures, "I better have a look 

We viewed the pictures leisurely, 
discussing the topics that correlated 
with our science lessons in the read- 
er .-ill Around Us. AVe tof)k turns 
reading from the filmstrip. 1 called 
on John and Carol, who will both 
ha\e new glasses soon. They seemed 
to have no trouble, however, seeing 
the clear, bold j>rint of the filmstrip. 
We could turn back to a picture 
when the next pictine suggested 
something we wished to compare as 
we did to see the tired wet chick 
again after we saw the fluffv drv 

chick who had worked its wav out 
of the shell. 

It was a pleasant reading experi- 
ence, the outstanding comments of 
the children being. "It was fun to 
read a filmstrip." 

1 feel strongly that its pleasure 
was due to the fact that the film- 
strip has the following advantages: 

1 . Its pictures give the co??tent clue 
that presents new words at the stra- 
tegic time that they are to be used. 
The words presented on the black- 
board to be found later in the book 
recjuire a particular abilit\ to recall. 

2. Its unique presentation of new 
it'ords in this manner see?ns to leave 
an indelible i?np?-ession that so?ne- 
hoie facilitates its recall later. The 
following day I wrote shell on the 
bhukboard without reference to the 
filmstrip. Nearly all recalled the 
word. Four days later I presented it 
again to my low group and they 
still knew the word. That baby chick 
working to get out of the shell had 
made an indelible impression with 
the word shell. I feel that the film- 
strip needs further exploration as a 
teaching aid for the retarded child 
who often seems encumbered with 
the mere manipulation of a book 
and is triih' startled b\ the "foreign- 
looking" words that he fails to recall. 

(CO .\ I I .\ I K D ON p .\ G E 3 3) 




1 8th Yearbook of National Council 
of Social Studies Is Presented 
at St. Louis Annual Meeting 

• With the jjiesentation of the 18th 
^carbot)!; of the National Council 
lor the Social Studies at the annual 
meeting of the Council in St. Louis, 
Missomi. the role of audio-\ isual 
materials in education reached a nev 
level of maturity. .Mr. R. O. Hughes 
of the Pittsburgh Public Schools 
presided at the official presentation 
session and introduced William H. 
Hartle\. who. as editor of the Year- 
book, officialh presented the volume. 

.\iDFU Bv Experts In Field 
The result of t^\-o \ears of work, 
the Yearbook represents the best 
tiiinking of experts in the field, to- 
gether with case illustrations from 
practicing classroom teachers. The 
final format of the volume, as Dr. 
Hartley indicated, was adopted after 
consultation yvith some tyvo hundred 
persons in the aud-io-\ isual field, dis- 
tributed throughout the nation. The 
plan of the volume is briefly as fol- 
lows: after a general introduction, 
the body of the book is grouped into 
chapters dealing with excursions, 
realia, pictures, graphic aids. maps, 
films, radio and recordings. In each 
case, the authors present general 
principles, unique characteristics and 
patterns of presentation. These are 
followed b\ concrete examples of 
practices from yarious parts of the 
country and at both the elementarv 
and secondary levels. .Appendix .\ 
consists of a selected list of readings: 
and -\ppendix B. sources of mate- 

Discuss L St Bv 1 EACHERS 

Following the official presentation 
of the Yearbook, the practical ques- 
tion of how teachers can use it was 
discussed by the wTiter. He empha- 
sized the excellence of the volinne in 
bridging the gap between theory and 
practice. The writer emphasized the 
impf)rtance of setting up adeciiiate 
administrative machinery within a 
social studies department, school, 
and school svstem if the classroom 
teacher is to benefit fully from the 
tremendous resources now available 
in the audio-visual field. 

Referring to the two appendices 
at the close of the volume, he stressed 


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